Amplifying the Voices of Students With Disabilities in Integrated Physical Education
Faculty Advisor Name
Cathy McKay
Department
Department of Kinesiology
Description
Since the inception of inclusion in the 1960s, various definitions have been conceptualized. For example, “an inclusive school is where everyone belongs”, “accepted, supports and supported by his or her peers” and “having his or her needs met” (Obrusnikova & Block, 2020). While multiple definitions of inclusion have risen, it is important to denote the difference between inclusion as an educational philosophy and integration as the environment (Haegele, 2019).
Previous studies on students with disabilities in physical education have examined the perspectives of stakeholders, i.e., parents (An & Hodge, 2013; Perkins et al, 2013); physical education teachers (Combs et al., 2010; Hodge et al., 2009; Qi & Ha, 2012); and/or peers without disabilities (Grenier et al., 2014; McKay et al., 2015). A previous review of literature that focused on inclusion in physical education shared findings indicating that nearly half (49%) of the literature about inclusion was from the perspective of the physical educators (Haegele & Sutherland, 2015; Qi, & Ha, 2012). Recent research has now shifted its focus to the perspectives of students with disabilities, highlighting the importance of literature examining the student perspective of integrated physical education (Coates & Vickerman, 2008; Haegele, 2019; Haegele et al., 2021; Haegele & Maher, 2021; Haegele & Zhu, 2017; Pellerin et al., 2020; Spencer-Cavaliere & Watkinson, 2010; Tanure et al, 2018).
For students with disabilities to feel included in integrated physical education placements, a sense of group belonging is necessary (Haegele, 2019; Haegele & Maher, 2021; Stainback & Stainback, 1996). In recent years, research amplifying the voices of individuals with disabilities in physical education has been published, with findings that speak to the importance of understanding inclusive physical education. An estimated 96% of students with disabilities in the United States receive physical education in integrated settings (Block & Obrusnikova, 2007). Some scholars may equate this high percentage to successful inclusion and integration, however more inquiries are required to determine if students with disabilities in integrated placements reflect the philosophy of inclusion (Block, 1999; Haegele, 2019; Haegle & Zhu, 2017; Lavay & Depaepe, 1987). Therefore, this study's purpose was to examine the subjective experiences of students with disabilities and amplify their voices related to feelings of inclusion and belonging in integrated physical education.
Students 13-17 years of age with an IEP and receiving physical education in an integrated setting were recruited from a local middle school. Students who were recruited were asked to draw “normal” and “ideal” days of physical education. Next, students were interviewed to further understand and inquire about the drawing's contents and feelings towards physical education. Interview recordings were then transcribed. Data analysis is still ongoing. Currently, interview transcriptions are being coded along with analyzing the students' respective drawings to find emerging themes on student perceptions of integrated physical education.
Amplifying the Voices of Students With Disabilities in Integrated Physical Education
Since the inception of inclusion in the 1960s, various definitions have been conceptualized. For example, “an inclusive school is where everyone belongs”, “accepted, supports and supported by his or her peers” and “having his or her needs met” (Obrusnikova & Block, 2020). While multiple definitions of inclusion have risen, it is important to denote the difference between inclusion as an educational philosophy and integration as the environment (Haegele, 2019).
Previous studies on students with disabilities in physical education have examined the perspectives of stakeholders, i.e., parents (An & Hodge, 2013; Perkins et al, 2013); physical education teachers (Combs et al., 2010; Hodge et al., 2009; Qi & Ha, 2012); and/or peers without disabilities (Grenier et al., 2014; McKay et al., 2015). A previous review of literature that focused on inclusion in physical education shared findings indicating that nearly half (49%) of the literature about inclusion was from the perspective of the physical educators (Haegele & Sutherland, 2015; Qi, & Ha, 2012). Recent research has now shifted its focus to the perspectives of students with disabilities, highlighting the importance of literature examining the student perspective of integrated physical education (Coates & Vickerman, 2008; Haegele, 2019; Haegele et al., 2021; Haegele & Maher, 2021; Haegele & Zhu, 2017; Pellerin et al., 2020; Spencer-Cavaliere & Watkinson, 2010; Tanure et al, 2018).
For students with disabilities to feel included in integrated physical education placements, a sense of group belonging is necessary (Haegele, 2019; Haegele & Maher, 2021; Stainback & Stainback, 1996). In recent years, research amplifying the voices of individuals with disabilities in physical education has been published, with findings that speak to the importance of understanding inclusive physical education. An estimated 96% of students with disabilities in the United States receive physical education in integrated settings (Block & Obrusnikova, 2007). Some scholars may equate this high percentage to successful inclusion and integration, however more inquiries are required to determine if students with disabilities in integrated placements reflect the philosophy of inclusion (Block, 1999; Haegele, 2019; Haegle & Zhu, 2017; Lavay & Depaepe, 1987). Therefore, this study's purpose was to examine the subjective experiences of students with disabilities and amplify their voices related to feelings of inclusion and belonging in integrated physical education.
Students 13-17 years of age with an IEP and receiving physical education in an integrated setting were recruited from a local middle school. Students who were recruited were asked to draw “normal” and “ideal” days of physical education. Next, students were interviewed to further understand and inquire about the drawing's contents and feelings towards physical education. Interview recordings were then transcribed. Data analysis is still ongoing. Currently, interview transcriptions are being coded along with analyzing the students' respective drawings to find emerging themes on student perceptions of integrated physical education.
