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Full inclusion refers to educational practices where all students with disabilities are educated in regular classes along with nondisabled peers. Six elementary physical education specialists (5 females, 1 male) were studied to obtain their views of inclusion practices and perceived outcomes. Teacher interviews and observations revealed four main themes: (a) multiple teaching styles, (b) student outcomes, (c) teacher frustrations, and (d) differences in inclusion practices. Results indicated that schools provided little support, and teachers reported that they were inadequately prepared to teach effectively with inclusive classes. These teachers had strong feelings of guilt and inadequacy as they continued to try to be effective for all children.
Kathryn LaMaster is with the Department of Exercise and Nutritional Sciences, San Diego State University, San Diego, CA 92182. Kimerly Gall is with the Department of Physical Education and Recreation, Calvin College, Grand Rapids, MI 49546. Gary Kinchin is with the Department of Health, Physical. Education, and Recreation, at Illinois State University, Normal, IL 61790. Daryl Siedentop is with the College of Education at The Ohio State University, Columbus, OH 43210.