Purpose: The purpose of this study was to explore blind and visually impaired students’ opinions on ways to improve physical education. Method: Twenty-two blind and visually impaired youth (age 12–17 years) completed one-to-one interviews. Three themes were constructed using a reflexive thematic analysis approach. F indings: The first theme depicted participants’ views that physical education was a break during the day that did not have educational benefits. In the second theme, the participants highlighted communication and collaboration as important elements that could improve their experiences. The final theme centered on the nonexistent, insufficient, or demoralizing nature of seldom existing accommodations. Discussion: Blind and visually impaired students noted aspects of curriculum content, communication, and accommodations in physical education that may be changed to enhance their experiences, which largely centered on their physical educators’ behaviors.
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Exploring Blind and Visually Impaired Students’ Views on How to Improve Physical Education
M. Ally Keene, Justin A. Haegele, Lindsay E. Ball, Lindsey A. Nowland, and Xihe Zhu
Barriers and Facilitators to Including Students With Down Syndrome in Integrated Physical Education: Chilean Physical Educators’ Perspectives
Luiz Gustavo Teixeira Fabricio dos Santos, Fabián Arroyo-Rojas, Sheyla Martinez Rivera, Luis Felipe Castelli Correia de Campos, Lindsey A. Nowland, Wesley J. Wilson, and Justin A. Haegele
The purpose of this study was to explore Chilean physical educators’ perspectives on barriers and facilitators to students with Down syndrome experiencing inclusion in integrated physical education. Data were collected from a cohort of 91 physical educators, comprising 50 males and 41 females from various regions in Chile, who responded to an online survey between March 2023 to June 2023. A two-step coding protocol was used to analyze responses. Cumulatively, the respondents identified 350 barriers (3.84 per participant) and 393 facilitators (4.32 per participant), which they perceived to influence feelings of inclusion among students with Down syndrome. Predominantly, factors that centered around teachers themselves were emphasized as both facilitators and barriers, as well as the role of a welcoming environment and supportive peers. This study, the first within the Chilean context, demonstrates that teachers believe that inclusiveness predominantly stems from educators’ initiatives, complemented by the surrounding environment and peer interactions.