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Justin A. Haegele, Takahiro Sato, Xihe Zhu and T. Nicole Kirk

; Seymour, Reid, & Bloom, 2009 ). However, undesirable interactions with peers have been more commonly expressed in the existing literature examining physical education from the embodied perspectives of individuals with disabilities ( Coates & Vickerman, 2008 ; Haegele & Sutherland, 2015 ), including those

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Justin A. Haegele and T. Nicole Kirk

in classes ranging from integrated (i.e., general education environments) to self-contained (i.e., including only students with disabilities) settings. In recent years, research attention has shifted to value the embodied perspectives of those with disabilities regarding their experiences in physical

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Matt C. Crockett and Ted Butryn

ocular epistemologies for understanding space,” (p. 205) this study approached spatial analysis from an embodied perspective, with the researcher’s body as the “performative” instrument for data collection ( de Garis, 1999 , p. 73). de Garis continued, “as an epistemological framework, a sensuous