The use of paraeducators has increased as a main mechanism to include more students with disabilities in the public schools in the U.S. Although the utilization of paraeducators is intended to be a supportive service delivery option, many concerns and challenges have resulted. The purpose of this study was to examine the role of the paraeducator in the general physical education environment from the perspectives of special education, physical education, and adapted physical education teachers and paraeducators. Data were collected from a phenomenological approach using questionnaires, interviews, and observations. Results indicate concerns about the clarity of the role of the paraeducator in physical education. Emerging themes include elastic definitions of student protection and teacher backup, contradictory expectations and mixed acceptance, and paraeducators’ role ambiguity. Findings regarding the role of the paraeducator are essential in determining both best practice and legal policy for the appropriate utilization of paraeducators in physical education.
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The Ambiguous Role of the Paraeducator in the General Physical Education Environment
Rebecca R. Bryan, Jeffrey A. McCubbin, and Hans van der Mars
Leadership Training in Adapted Physical Education
Lee N. Burkett
Adapted Physical Education Teachers’ Job Satisfaction
Minhyun Kim, José A. Santiago, Chan Woong Park, and Emily A. Roper
teaching, and are less sensitive to students’ needs. Job Satisfaction in Physical Education Teachers Although a significant amount of attention has been paid to teacher job satisfaction in general education, few studies have focused on physical education (PE) teachers’ satisfaction ( Richards et al., 2016
A Teacher’s Guide to Including Students with Disabilities in Regular Physical Education
Kathleen A. Stanton
A Teacher’s Guide to Including Students with Disabilities in General Physical Education (2nd Edition)
Lauren J. Lieberman
Special Physical Education: Adapted, Individualized, Developmental (7th ed.)
Sue Tarr
Edited by Lauriece Zittel
Case Studies in Adapted Physical Education: Empowering Critical Thinking
Linda C. Hilgenbrinck
Making Connections: From Theory to Practice in Adapted Physical Education
June P. Robinson
Adapted Physical Education and Sport; Physical Education and Sport for Exceptional Students
John H. Downing and Carol J. Pope
Physical Educators’ Qualifications and Instructional Practices Toward Students With Disabilities
Jaehun Jung, Layne Case, Samuel W. Logan, and Joonkoo Yun
with disabilities also get benefits from high-quality instruction. In physical education (PE) classes, a variety of instructional practices, including (a) simplified instructional content or variations; (b) skill modeling, practice, or repetition; (c) modified equipment or facilities; (d
