Parental Expectations about Adapted Physical Education Services

Autor/inn/en	Chaapel, Holly; Columna, Luis; Lytle, Rebecca; Bailey, JoEllen
Titel	Parental Expectations about Adapted Physical Education Services
Quelle	In: Journal of Special Education, 47 (2013) 3, S.186-196 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466912447661
Schlagwörter	Parent Attitudes; Expectation; Adapted Physical Education; Disabilities; Semi Structured Interviews; Physical Activities; Interpersonal Communication; Teacher Characteristics; Parent Teacher Cooperation; Parent Participation; Individualized Education Programs; Family Income; Family Structure; Educational Attainment; Employment Level; Parents; Special Education; New York + Suchen Sie Ihr Suchwort? Elternverhalten; Expectancy; Erwartung; Handicap; Behinderung; Interpersonale Kommunikation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternmitwirkung; Individualized education program; Individualisierendes Lernen; Familieneinkommen; Familienkonstellation; Familiensystem; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Eltern; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	The purpose of this study was to characterize the expectations of parents of children with disabilities regarding adapted physical education services. Participants ("N" = 10) were parents of children with disabilities. Parents participated in one-on-one semistructured interviews. Transcripts were analyzed through a constant comparative method. Three parental themes emerged from the analysis: (a) importance placed on physical activities, (b) ongoing and frequent communication and collaboration, and (c) teachers' attributes. The results of this study demonstrated that parents wanted more communication with the adapted physical education teacher, a collaborative working relationship, attendance of the adapted physical education teacher at Individual Education Program meetings, and normalcy for their child. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10