The Experiences of Students without Disabilities in Inclusive Physical Education Classrooms: A Review of Literature

Autor/inn/en	Ruscitti, Robert Joseph; Thomas, Scott Gordon; Bentley, Danielle Christine
Titel	The Experiences of Students without Disabilities in Inclusive Physical Education Classrooms: A Review of Literature
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 8 (2017) 3, S.245-257 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2017.1345286
Schlagwörter	Literature Reviews; Student Experience; Disabilities; Adapted Physical Education; Inclusion; Check Lists; Qualitative Research; Student Attitudes; Environmental Influences; Knowledge Level; Social Environment + Suchen Sie Ihr Suchwort? Studienerfahrung; Handicap; Behinderung; Inklusion; Checkliste; Qualitative Forschung; Schülerverhalten; Environmental influence; Umwelteinfluss; Wissensbasis; Soziales Umfeld
Abstract	The purpose of this literature review was to analyse studies of the experiences of students without disabilities (SWOD) in inclusive physical education (PE) classes. The literature published from 1975 to 2015 was compiled from three online databases (PsycInfo, Physical Education Index and ERIC). Included literature met inclusion criteria focussed on relevance and inclusion of students with a disability. Studies were evaluated for quality using a qualitative guidelines checklist [Letts, L., Wilkins, S., Law, M., Stewart, D., Bosch, J., & Westmorland, M. (2007). "Guidelines for critical review form: Qualitative studies" (Version 2.0). Retrieved from https://srs-mcmaster.ca/wp-content/uploads/2015/05/Guidelines-for-Critical-Review-Form-Qualitative-Studies.pdf]. The findings of the six included studies were allocated into three central themes: (i) opportunity to educate students on disability and inclusion, (ii) stigmatisation of students with disabilities (SWD) and (iii) influence of social environments. SWODs' intentions to play and engage with SWD may decrease as a result of participating in inclusive PE classes. Responses of SWOD regarding their attitudes towards inclusive PE classes emphasised the importance of educating students on disability and inclusion, as well as the positive impact of social environments inside and outside of the classroom on SWODs' intentions to engage with SWD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01