The purpose of this study was to examine barriers perceived by teachers when including students with visual impairments in general physical education. Teachers (52 males, 96 females) who had children with visual impairments in their physical education classes were surveyed prior to in-service workshop participation. The most prevalent barriers were professional preparation, equipment, programming, and time. A logistic regression analysis, regressing gender, in-service training, number of students with visual impairments taught, masters degree attained, masters hours spent on visual impairments (yes or no), undergraduate hours spent on visual impairments (yes or no), and years of experience failed to indicate significant predictors of professional preparation as a barrier, Model χ2 (6, n = 148) = 4.48, p > .05.
Lauren J. Lieberman, Cathy Houston-Wilson and Francis M. Kozub
Sherry L. Folsom-Meek, Nancy L. Megginson, Paul Surburg, Cathy Houston-Wilson and Terry L. Rizzo
Cathy Houston-Wilson, John M. Dunn, Hans van der Mars and Jeffrey McCubbin
The effect of untrained and trained peer tutors on the motor performance of students with developmental disabilities in integrated physical education classes was studied. This study used a single-subject delayed multiple baseline design across six participants (5 boys and 1 girl, ages 9 to 11) with developmental disabilities. Six typically developing peers served as peer tutors. The ability to perform critical elements of fundamental motor skills was the dependent variable. Students were assigned to one of two protocols. Protocol 1 consisted of three conditions: baseline, assistance by an untrained peer tutor, and assistance by a trained peer tutor. Protocol 1 revealed that trained peer tutors were effective at assisting participants to improve their motor performance while untrained peer tutors were not. Protocol 2, which consisted only of a baseline and trained, peer tutoring, was used to replicate and provide additional support for the effect of trained peer tutors. Results revealed that trained peer tutors were effective at assisting participants to improve their motor performance in integrated physical education classes.