{"id":{"repo_id":"uwo","oai_identifier":"oai:uwo.scholaris.ca:20.500.14721/20098"},"canonical_url":"https://search.dev.ndltd.org/etd/uwo/oai:uwo.scholaris.ca:20.500.14721/20098","repository":{"repo_id":"uwo","name":"Western University","base_url":"https://uwo.scholaris.ca/server/oai/request"},"display":{"title":"Physical Education for Elementary School Students with a Physical Disability: The Teachers' Perspectives","abstract":"The purpose of this qualitative study was to explore the supports and barriers to participation in elementary physical education for students with a disability from the experiences and perspectives of elementary school teachers as the people responsible for delivering the physical education curriculum and reporting on a student’s progress. Teachers who voluntarily participated in the study were interviewed using semi-structured interviews. These interviews drew attention to areas of support and challenges faced in the physical education classroom environment. Information gathered demonstrates teacher needs and supports at five levels: ministry governance; community resources; school board supports; school environment; and the teacher. The result is a proposed ecological model for creating inclusive education opportunities. The information presented provides an understanding of the experiences of London teachers to include students with a physical disability in physical education and will help inform future practice of inclusive physical education.","abstract_html":"The purpose of this qualitative study was to explore the supports and barriers to participation in elementary physical education for students with a disability from the experiences and perspectives of elementary school teachers as the people responsible for delivering the physical education curriculum and reporting on a student’s progress. Teachers who voluntarily participated in the study were interviewed using semi-structured interviews. These interviews drew attention to areas of support and challenges faced in the physical education classroom environment. Information gathered demonstrates teacher needs and supports at five levels: ministry governance; community resources; school board supports; school environment; and the teacher. The result is a proposed ecological model for creating inclusive education opportunities. The information presented provides an understanding of the experiences of London teachers to include students with a physical disability in physical education and will help inform future practice of inclusive physical education.","abstract_has_math":false,"creators":["Simpson, Kimberly B."],"institution":null,"degree_name":"M Sc","degree_level":null,"degree_discipline":"Health and Rehabilitation Sciences","degree_department":null,"school":null,"contributors":[],"advisors":["Mandich, Angela"],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-01-01","date_published":"2008-01-01","updated_at":"2026-07-27T21:55:59Z","subjects":["Inclusion","Physical Education","Physical Disability","Special Education","Teacher Interviews","Participation","Elementary School Physical Education","Disability","Child Health."],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.14721/20098","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Mandich, Angela"]},{"key":"dc:creator","label":"Author","values":["Simpson, Kimberly B."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-06-25T19:16:03Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-06-25T19:16:03Z"]},{"key":"dc:date.issued","label":"Date","values":["2008-01-01"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Health and Rehabilitation Sciences"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M Sc"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Inclusion","Physical Education","Physical Disability","Special Education","Teacher Interviews","Participation","Elementary School Physical Education","Disability","Child Health."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.14721/20098"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative study was to explore the supports and barriers to participation in elementary physical education for students with a disability from the experiences and perspectives of elementary school teachers as the people responsible for delivering the physical education curriculum and reporting on a student’s progress. Teachers who voluntarily participated in the study were interviewed using semi-structured interviews. These interviews drew attention to areas of support and challenges faced in the physical education classroom environment. Information gathered demonstrates teacher needs and supports at five levels: ministry governance; community resources; school board supports; school environment; and the teacher. The result is a proposed ecological model for creating inclusive education opportunities. The information presented provides an understanding of the experiences of London teachers to include students with a physical disability in physical education and will help inform future practice of inclusive physical education."]},{"key":"dc:title","label":"Title","values":["Physical Education for Elementary School Students with a Physical Disability: The Teachers' Perspectives"]}]}],"canonical_facts":{"dc:contributor.advisor":["Mandich, Angela"],"dc:creator":["Simpson, Kimberly B."],"dc:date.accessioned":["2025-06-25T19:16:03Z"],"dc:date.available":["2025-06-25T19:16:03Z"],"dc:date.issued":["2008-01-01"],"dc:description.abstract":["The purpose of this qualitative study was to explore the supports and barriers to participation in elementary physical education for students with a disability from the experiences and perspectives of elementary school teachers as the people responsible for delivering the physical education curriculum and reporting on a student’s progress. 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