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.

Name thesis:degree_name

M Sc

Discipline thesis:degree_discipline

Health and Rehabilitation Sciences

Year dc:date.issued

2008

Author dc:creator

• Simpson, Kimberly B.

Advisor dc:contributor.advisor

• Mandich, Angela

• Inclusion
• Physical Education
• Physical Disability
• Special Education
• Teacher Interviews
• Participation
• Elementary School Physical Education
• Disability
• Child Health.

Handle dc:identifier.uri

https://hdl.handle.net/20.500.14721/20098

OAI identifier oai:identifier

oai:uwo.scholaris.ca:20.500.14721/20098