As in educational fields in general ( Slee, 2018 ), the term inclusion has had a considerable impact on policy, practice, and scholarship in the field of physical education internationally over the past 30 years ( Heck & Block, 2019 ). For example, in Chile, the enactment of the Ley de Inclusión
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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
Inclusive Physical Education: A Critical Discourse Analysis of the Ontario Secondary School Health and Physical Education Curriculum
Enid K. Selkirk, Cheryl Missiuna, Sandra Moll, Peter Rosenbaum, and Wenonah Campbell
across settings and context ( Krischler et al., 2019 ). Finkelstein et al. ( 2019 ) describe inclusive education as “contextually-bound”: what represents inclusive education is dependent “on the context and specific needs of stakeholders” (p. 3). Thus, what inclusion “looks-like” can be different across
Teaching for Immigrant Girls’ Inclusion: Social Justice Physical Education Teachers’ Involvement With School Stakeholders
Carolina Nieva Boza and Teresa Lleixà Arribas
inclusion. Various previous studies have pointed to low participation by girls in these sorts of activities ( Oliver & Kirk, 2015 ; Telford et al., 2016 ), particularly in environments characterized by cultural and/or ethnic diversity ( Thorjussen & Sisjord, 2019 ; With-Nielsen & Pfister, 2011 ), and
Perspectives on Inclusion in Physical Education From Faculty and Students at Three Physical Education Teacher Education Programs in Chile
Fabián Arroyo-Rojas and Samuel R. Hodge
Inclusion, as posited by several authors, is perceived as a philosophy extending beyond the mere coexistence of students with and without disabilities in shared spaces ( Haegele, 2019 ; Hodge, 2014 ; Pellerin et al., 2022 ; Wilson et al., 2020 ). It is conceptualized as a philosophical
Physical Educators’ Attitudes Toward Teaching Students With Disabilities After a Paralympic School Day Professional Development Program
Marie Leake, Martin E. Block, Abby Fines, and Cathy McKay
factors to whether inclusion within PE will be effective ( Block et al., 2016 ; Özer et al., 2013 ; Reina et al., 2019 ). Inclusion is defined as a student’s subjective experience of belonging, acceptance, and value within an educational setting ( Spencer-Cavaliere & Watkinson, 2010 ). PE teachers who
The Ableist Underpinning of Normative Motor Assessments in Adapted Physical Education
Martin Giese, Justin A. Haegele, and Anthony J. Maher
movement forms, whether those forms are more comfortable, subjectively meaningful, or simply more enjoyable. This behavior is antithetical to a significant body of scholarship that suggests that we promote diversity and inclusion with schools and physical education ( Hodge et al., 2017 ), perhaps
“They May Be a Level One Student, But I Love Them All”: Preservice Teachers Negotiating Inclusion and Diversity in Their Classes
Corina van Doodewaard
Teachers are continually pressured to professionalize and to adopt measures that enhance inclusion and diversity. Approaches to inclusion are, however, strongly infused by various conceptualizations of professionalism. The purpose of this paper is to explore how preservice teachers (PTs) in
The Thoughts and Behaviors of Learners in the Inclusion Style of Teaching
Mark Byra and Jayne Jenkins
The purpose of this study was to describe student decision making in the inclusion style of teaching. Two questions helped to guide the investigation: (a) Will learners select from alternative levels of difficulty within a given task? And (b) what is the basis for learner decision making when selecting from alternative levels of difficulty? Forty-two 5th-graders in one school received instruction in striking with a bat for two 30-minute lessons. The learners performed a batting task in three sets of 10 trials in each lesson and made decisions about level of task difficulty. Data sources were the lesson task sheets and transcribed postlesson interviews. The results indicated that 5th-graders (a) select different levels of task difficulty when provided the opportunity, and (b) make task decisions based on perceived success and challenge.
Gender-Biased Communication in Physical Education
Julia A. Valley and Kim C. Graber
Purpose:
This study examined physical education teachers’ awareness of gender equitable practices as well as the language and behaviors they employed in the physical education environment. The purpose of the study was to determine (a) what teachers know about gender equitable practices, (b) what types of gender bias are demonstrated, and (c) how teachers are influenced to adopt gender equitable behaviors in the physical education context.
Method:
A multiple-case study approach was used to provide an in-depth analysis of the attitudes and behaviors of four physical education teachers from four different schools. Teachers were formally and informally interviewed before, during, and after four extensive two-week periods of observations that included being audio recorded throughout the school day.
Results:
Themes emerged across the cases indicating that teachers engaged in teaching practices that reinforced gender stereotypes through biased language and gender segregation.
Discussion/Conclusion:
Teachers’ lack of awareness and understanding of gender equity prevented them from providing an inclusive learning experience for all students.
Middle School Teachers’ Strategies for Including Overweight Students in Skill and Fitness Instruction
Paul B. Rukavina, Sarah Doolittle, Weidong Li, Mara Manson, and Angela Beale
As part of a larger study, this paper describes teachers’ perspectives and strategies on including overweight and obese students (OWS) in instruction related to motor skill/game play and fitness development in physical education. Using the Social Ecological Constraints framework, a qualitative multicase study was conducted using multiple in-depth interviews, class observations, and artifacts from nine experienced and committed suburban middle school Physical Education teachers. Constant comparison was used to generate themes and trustworthiness procedures were used to confirm findings. Two types of strategies for including OWS in instruction were identified: First-order and Second-order. School resources, shared program goals, and beliefs about students and teaching were factors influencing teachers’ decisions and actions for teaching motor skill/game play and fitness content to OWS.
