.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
Chunxiao Li, Ngai Kiu Wong, Raymond K.W. Sum, and Chung Wah Yu
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
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.
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.
Enid K. Selkirk, Cheryl Missiuna, Sandra Moll, Peter Rosenbaum, and Wenonah Campbell
upheld by inclusive policies, including both students with special education needs and those who are typically developing ( Rekaa et al., 2019 ; Ruscitti et al., 2017 ; Van Mieghem et al., 2020 ). Inclusive education programming is founded on the social model of disability, which views ability as
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.
Chunxiao Li, Justin A. Haegele, Ho Lun Au, and Kevin Wai Keung Kam
Conceptually, inclusive education “involves adopting a broad vision of education for all by addressing the spectrum of needs of all learners, including those who are vulnerable to marginalization and exclusion” ( United Nations Educational, Scientific, and Cultural Organization, 2005 , p. 11). This
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
Justin A. Haegele, Samuel R. Hodge, Xihe Zhu, Steven K. Holland, and Wesley J. Wilson
peers without disabilities; however, their subjective experiences (those that are unique to each individual and their interpretation of events; Schwandt, 1997 ) of belonging, acceptance, and value inherent to inclusive education experiences 3 ( Stainback & Stainback, 1996 ) may be unavailable. In
Inclusive Education The worldwide trend toward inclusive education has brought forth many reforms to reduce inequality in education and enhance appropriate education for all ( Booth & Ainscow, 1998 ). China is no exception. In the 1980s, sweeping reforms in China resulted in tremendous social, political