{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/26576"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/26576","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Preservice Physical Education Teachers' Perceptions Toward Teaching Students With Emotional/Behavioral Disorders in a General Education Setting","abstract":"By law, physical education (PE) teachers must provide direct service to children with disabilities in the least restrictive environment, which, whenever feasible, is a regular PE class. Traditionally, the adapted physical education (APE) specialist was responsible for teaching students with severe disabilities and the PE teacher was responsible for teaching students with mild disabilities. Today, however, many students with disabilities must be taught in a regular PE setting minimizing the need for the APE specialist. Now PE teachers are having to teach all students with disabilities, but some teacher preparation programs are not providing preservice teachers with opportunities to work with these students before their student teaching experience. A qualitative study was conducted to investigate preservice PE teachers' in-class experiences teaching students with emotional/ behavioral disorders (EBD) in a general education setting. Multiple interviews and observations were conducted with four preservice teachers throughout the span of their student teaching experience to examine their thoughts, feelings, and concerns about teaching students with EBD as well as examining their interactions with these students. The participants indicated that in order to feel more qualified to teach students with EBD, they needed more experience. Further, they struggled with issues of inclusion while they encountered a gamut of emotions throughout their experiences. These findings point to the need to enhance preservice PE teachers' experiences with more related fieldwork.","abstract_html":"By law, physical education (PE) teachers must provide direct service to children with disabilities in the least restrictive environment, which, whenever feasible, is a regular PE class. Traditionally, the adapted physical education (APE) specialist was responsible for teaching students with severe disabilities and the PE teacher was responsible for teaching students with mild disabilities. Today, however, many students with disabilities must be taught in a regular PE setting minimizing the need for the APE specialist. Now PE teachers are having to teach all students with disabilities, but some teacher preparation programs are not providing preservice teachers with opportunities to work with these students before their student teaching experience. A qualitative study was conducted to investigate preservice PE teachers' in-class experiences teaching students with emotional/ behavioral disorders (EBD) in a general education setting. Multiple interviews and observations were conducted with four preservice teachers throughout the span of their student teaching experience to examine their thoughts, feelings, and concerns about teaching students with EBD as well as examining their interactions with these students. The participants indicated that in order to feel more qualified to teach students with EBD, they needed more experience. Further, they struggled with issues of inclusion while they encountered a gamut of emotions throughout their experiences. These findings point to the need to enhance preservice PE teachers' experiences with more related fieldwork.","abstract_has_math":false,"creators":["Parker, Suzanne M."],"institution":"Virginia Tech","degree_name":"Ph. D.","degree_level":"doctoral","degree_discipline":"Curriculum and Instruction","degree_department":"Teaching and Learning","school":null,"contributors":[],"advisors":[],"committee_chairs":["Uttech, Melanie R.","Stratton, Richard K."],"committee_members":["Poole, Jon R.","Rice, Lisa","Baffi, Charles R."],"year":2002,"date_issued":"2002-03-29","date_published":"2002-03-29","updated_at":"2026-07-22T22:19:51Z","subjects":["Emotional/Behavioral Disorders","Physical Education","Preservice"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-04012002-140335"],"render_values":[{"text":"etd-04012002-140335","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/26576","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Uttech, Melanie R.","Stratton, Richard K."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Poole, Jon R.","Rice, Lisa","Baffi, Charles R."]},{"key":"dc:contributor.department","label":"Department","values":["Teaching and Learning"]},{"key":"dc:creator","label":"Author","values":["Parker, Suzanne M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:08:42Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:08:42Z","2003-04-16"]},{"key":"dc:date.issued","label":"Date","values":["2002-03-29"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph. D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Emotional/Behavioral Disorders","Physical Education","Preservice"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-04012002-140335"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/26576"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["By law, physical education (PE) teachers must provide direct service to children with disabilities in the least restrictive environment, which, whenever feasible, is a regular PE class. Traditionally, the adapted physical education (APE) specialist was responsible for teaching students with severe disabilities and the PE teacher was responsible for teaching students with mild disabilities. Today, however, many students with disabilities must be taught in a regular PE setting minimizing the need for the APE specialist. Now PE teachers are having to teach all students with disabilities, but some teacher preparation programs are not providing preservice teachers with opportunities to work with these students before their student teaching experience. A qualitative study was conducted to investigate preservice PE teachers' in-class experiences teaching students with emotional/ behavioral disorders (EBD) in a general education setting. Multiple interviews and observations were conducted with four preservice teachers throughout the span of their student teaching experience to examine their thoughts, feelings, and concerns about teaching students with EBD as well as examining their interactions with these students. The participants indicated that in order to feel more qualified to teach students with EBD, they needed more experience. Further, they struggled with issues of inclusion while they encountered a gamut of emotions throughout their experiences. These findings point to the need to enhance preservice PE teachers' experiences with more related fieldwork."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ph. D."]},{"key":"dc:title","label":"Title","values":["Preservice Physical Education Teachers' Perceptions Toward Teaching Students With Emotional/Behavioral Disorders in a General Education Setting"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Uttech, Melanie R.","Stratton, Richard K."],"dc:contributor.committeemember":["Poole, Jon R.","Rice, Lisa","Baffi, Charles R."],"dc:contributor.department":["Teaching and Learning"],"dc:creator":["Parker, Suzanne M."],"dc:date.accessioned":["2014-03-14T20:08:42Z"],"dc:date.available":["2014-03-14T20:08:42Z","2003-04-16"],"dc:date.issued":["2002-03-29"],"dc:description.abstract":["By law, physical education (PE) teachers must provide direct service to children with disabilities in the least restrictive environment, which, whenever feasible, is a regular PE class. Traditionally, the adapted physical education (APE) specialist was responsible for teaching students with severe disabilities and the PE teacher was responsible for teaching students with mild disabilities. Today, however, many students with disabilities must be taught in a regular PE setting minimizing the need for the APE specialist. Now PE teachers are having to teach all students with disabilities, but some teacher preparation programs are not providing preservice teachers with opportunities to work with these students before their student teaching experience. A qualitative study was conducted to investigate preservice PE teachers' in-class experiences teaching students with emotional/ behavioral disorders (EBD) in a general education setting. Multiple interviews and observations were conducted with four preservice teachers throughout the span of their student teaching experience to examine their thoughts, feelings, and concerns about teaching students with EBD as well as examining their interactions with these students. The participants indicated that in order to feel more qualified to teach students with EBD, they needed more experience. Further, they struggled with issues of inclusion while they encountered a gamut of emotions throughout their experiences. These findings point to the need to enhance preservice PE teachers' experiences with more related fieldwork."],"dc:description.degree":["Ph. D."],"dc:identifier.other":["etd-04012002-140335"],"dc:identifier.uri":["http://hdl.handle.net/10919/26576"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Emotional/Behavioral Disorders","Physical Education","Preservice"],"dc:title":["Preservice Physical Education Teachers' Perceptions Toward Teaching Students With Emotional/Behavioral Disorders in a General Education Setting"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ph. D."],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:51Z"}