Unveiling Characteristics which Contribute to a Heightened Perceived Preparedness and Confidence in Interacting with and Teaching Students with Disabilities in Physical Education: A Narrative Inquiry

Students graduating from physical education teacher education (PETE) programs are not being adequately prepared to teach students with disabilities. Their perceived lack of confidence and comfort may be due to lack of disability awareness, hands-on experience, and course content surrounding disabilities and inclusion. Ultimately, students with disabilities’ educational experiences may be negatively impacted- in regard to physical, emotional, and social growth—if their PE teacher lacks adequate preparedness. Students are also being placed in inclusion settings at a higher rate, making it even more imperative that teachers are adequately prepared, and students are given guidance from a knowledgeable source. The purpose of this research was to unveil characteristics garnered and honed from my own lived experiences which lead to me having a perceived heightened confidence and comfort working with and teaching students with disabilities. This study used an autobiographical narrative inquiry to explore my lived experiences from my own memories and analyze how they have helped me become the person that I am today. I utilized three autobiographical stories, “Meeting Connor”, “Becoming More Involved in Connor’s Life”, and “Changing Perspectives”, as well as a reflective journal to complete this research.

Name thesis:degree_name

Master of Science In Physical Education with an Individualized Concentration

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Physical Education

Year

2022

Author dc:creator

• Maloney, Nicole

Contributors dc:contributor

• Matthew Patey

• Preparedness
• Inclusion
• Ableism
• PETE program
• Disabilities
• PE

Repository record dc:identifier

https://vc.bridgew.edu/theses/106

OAI identifier oai:identifier

oai:vc.bridgew.edu:theses-1106