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Erratum: Jeong, Kim, and Lee (2015)

In the article by Jeong, M., Kim, S-Y., & Lee, E., “Parents’ beliefs and intentions toward supporting physical activity participation for their children with disabilities,” in Adapted Physical Activity Quarterly, 32(2), 93–105, the third author’s name was misspelled in the print version. It was printed as Euikyung Lee, but the correct spelling is Eunkyung Lee.

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Reporting Guidelines

Yeshayahu Hutzler

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Farewell Editorial

Marcel Bouffard

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25 Candles

Terry L. Rizzo

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Beginning a Third Decade

Edited by David L. Porretta

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Guidelines for Improving Adapted Physical Activity Research

Claudine Sherrill and John O’Connor

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Inclusion Practices of Effective Elementary Specialists

Kathryn LaMasfer, Gary Kinchin, Kimerly Gall, and Daryl Siedentop

Full inclusion refers to educational practices where all students with disabilities are educated in regular classes along with nondisabled peers. Six elementary physical education specialists (5 females, 1 male) were studied to obtain their views of inclusion practices and perceived outcomes. Teacher interviews and observations revealed four main themes: (a) multiple teaching styles, (b) student outcomes, (c) teacher frustrations, and (d) differences in inclusion practices. Results indicated that schools provided little support, and teachers reported that they were inadequately prepared to teach effectively with inclusive classes. These teachers had strong feelings of guilt and inadequacy as they continued to try to be effective for all children.

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Past, Present, Future

Edited by Claudine Sherrill

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Lauriece L. Zittel

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Beginning APAQ’s Second Decade

Edited by Greg Reid