Least Restrictive Environment Decision Making in Physical Education

in Journal of Teaching in Physical Education

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Wesley J. WilsonUniversity of Louisiana at Lafayette

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Luke E. KellyUniversity of Virginia

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Justin A. HaegeleOld Dominion University

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DOI:
https://doi.org/10.1123/jtpe.2019-0161
Keywords:
adapted physical education; educational policy; special education legislation
First Published Online:
19 Nov 2019
In Print:
Volume 39: Issue 4
Page Range:
536–544
Restricted access

Purpose: To examine how physical educators and adapted physical educators make decisions regarding the implementation of the least restrictive environment law and what factors influence those practices. Methods: This study utilized a descriptive survey design through an online platform. Participants included 78 teachers (30 physical educators and 48 adapted physical educators). Descriptive statistics and group comparisons through a multivariate analysis of variance were conducted. Results: A significant difference in the implementation of the law between physical educators and adapted physical educators was detected, F(44, 33) = 2.60, p = .003; Wilk’s Λ = .224, ηp2=.78. Adapted physical educators were more involved in making decisions regarding the individualized education program process and student placement. Access to qualified staff was reported as a major barrier to implementation. Discussion/Conclusion: The implementation of the least restrictive environment law and its barriers are discussed.

Wilson is with the University of Louisiana at Lafayette, Lafayette, LA. Kelly is with the University of Virginia, Charlottesville, VA. Haegele is with Old Dominion University, Norfolk, VA.

Wilson (wesley.wilson@louisiana.edu) is corresponding author.
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Journal of Teaching in Physical Education

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