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Chunxiao Li, Ngai Kiu Wong, Raymond K.W. Sum and Chung Wah Yu

.1080/01621459.1988.10478722 Low , H.M. , Lee , L.W. , & Ahmad , A.C. ( 2018 ). Pre-service teachers’ attitude towards inclusive education for students with autism spectrum disorder in Malaysia . International Journal of Inclusive Education, 22 , 235 – 251 . doi:10.1080/13603116.2017.1362479 10

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Patricia Santos de Oliveira, Mey de Abreu van Munster, Joslei Viana de Souza and Lauren J. Lieberman

Research suggests that when generalist teachers work with other teachers, such relationships can lead to higher levels of student achievement ( Scruggs & Mastropieri, 2017 ; Shaffer & Thomas-Brown, 2015 ). Currently, inclusive education support services with a focus on collaboration serve as an

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Terese Wilhelmsen and Marit Sørensen

This systematic review examines research published from 2009 to 2015 on inclusion of children with disabilities in physical education according to the PRISMA guidelines. We have used a stakeholder approach as a framework for organizing and discussing the results. The searches yielded 535 studies, of which 112 were included. The systematic review outlines which stakeholder perspectives received the most attention, the main themes and findings, the methodological trends that governed the research contribution, and the country of data collection. The main findings indicated that perspectives of pre- and in-service teachers and studies of attitudes still dominate the research contributions. The strengths and limitations of the research conducted to date highlight that several other perspectives need to be discussed. Especially important is seeking information from children with disabilities themselves. Other barriers and facilitators perceived by those actively involved in the inclusion process need to be sought.

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Terese Wilhelmsen, Marit Sørensen and Ørnulf N. Seippel

This article is focused on how combinations of motivational attributes and motivational climates support social and pedagogical inclusion in physical education among children with disabilities. Theoretically, the authors integrate tenets from achievement-goal theory and self-determination theory. To capture the motivational complexity underlying children’s experiences of inclusion in physical education, they use a 2-step fuzzy qualitative comparative analysis. The analyses of contextual conditions yielded 2 sufficient inclusion-supportive climates, namely a physically inclusive and mastery-oriented climate or a physical inclusive, autonomy-supportive, and low performance-oriented climate. The configurations of motivational attributes in the inclusion-supportive climates indicated 4 sufficient pathways to social and pedagogical inclusion. The path with the largest coverage of children was in the physically inclusive and mastery-oriented climate and represented children who were task and ego oriented and low on amotivation and experienced satisfaction of the need for autonomy, competence, and relatedness.

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Helena Seymour, Greg Reid and Gordon A. Bloom

Social interaction and development of friendships between children with and without a disability are often proposed as potential outcomes of inclusive education. Physical activity specialists assert that exercise and sport environments may be conducive to social and friendship outcomes. This study investigated friendship in inclusive physical education from the perspective of students with (n = 8) and without (n = 8) physical disabilities. All participants attended a reversely integrated school and were interviewed using a semistructured, open-ended format. An adapted version of Weiss, Smith, and Theeboom’s (1996) interview guide exploring perceptions of peer relationships in the sport domain was used. Four conceptual categories emerged from the analysis: development of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. The results demonstrated the key characteristics of best friends and the influential role they play.

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Hayley Morrison and Doug Gleddie

With inclusive education—addressing and responding to the diversity of needs of all children in schools ( United Nations Educational, Scientific and Cultural Organization, 2009 )—being the recommended approach in Canada ( Lyons, Thompson, & Timmons, 2016 ), students with disabilities are enrolled

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Wesley J. Wilson, Luke E. Kelly and Justin A. Haegele

participation for students with disabilities: An exploratory study . International Journal of Inclusive Education, 22 ( 2 ), 130 – 141 . doi: 10.1080/13603116.2017.1362046 Hodge , S.R. , Ammah , J. , Casebolt , K. , Lamaster , K. , & O’sullivan , M. ( 2004 ). High school general physical

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Tasha Guadalupe and Matthew D. Curtner-Smith

Quarterly for Exercise and Sport, 77 ( 2 ), 222 – 243 . PubMed ID: 16898278 Biklen , D. ( 2000 ). Constructing inclusion: Lessons from critical, disability narratives . International Journal for Inclusive Education, 4 ( 4 ), 337 – 353 . doi:10.1080/13603110050168032 10

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Siu-Ming Choi, Raymond Kim-Wai Sum, Tristan Wallhead, Amy Sau-Ching Ha, Cindy Hui-Ping Sit, Deng-Yau Shy and Feng-Min Wei

provide corresponding modifying activities ( Coates & Vickerman, 2008 ). Therefore, sense of self and self-confidence, together with self-expression and communication with others, are significant predictors of preservice PE teachers’ efficacy beliefs regarding inclusive education, especially in overcoming

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Anne M. Merrem and Matthew D. Curtner-Smith

inclusive education, and our students could choose this as a major in their comprehensive state examinations.” Conclusions The purpose of this study was to describe the influence of occupational socialization on the perspectives and practices of two German sport pedagogy faculty members regarding PE and