Physical Education for Elementary School Students with a Physical Disability: The Teachers' Perspectives
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.
Inclusion, Physical Education, Physical Disability, Special Education, Teacher Interviews, Participation, Elementary School Physical Education, Disability, Child Health.
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