Barriers and Facilitators of Physical Education Participation for Students with Disabilities: An Exploratory Study

Autor/inn/en	Haegele, Justin; Zhu, Xihe; Davis, Summer
Titel	Barriers and Facilitators of Physical Education Participation for Students with Disabilities: An Exploratory Study
Quelle	In: International Journal of Inclusive Education, 22 (2018) 2, S.130-141 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haegele, Justin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1362046
Schlagwörter	Inclusion; Barriers; Disabilities; Physical Education; Student Participation; Physical Education Teachers; Teacher Attitudes; Teacher Surveys; Coding; Interrater Reliability; Correlation; Teaching Experience; Influences; Data Analysis; Attitudes toward Disabilities; Educational Equipment; Statistical Analysis + Suchen Sie Ihr Suchwort? Inklusion; Handicap; Behinderung; Körpererziehung; Sportunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Codierung; Programmierung; Interrater-Reliabilität; Korrelation; Influence; Einfluss; Einflussfaktor; Auswertung; Ausrüstung; Statistische Analyse
Abstract	The purpose of this study was to explore the barriers and facilitators to participation in physical education (PE) for students with disabilities (SWD) from the perspectives of in-service physical educators. A convenience sample of 168 physical educators (72% female, 94% Caucasian) from the United States completed a short questionnaire. After data collection was completed, data were compiled into a spreadsheet and the first and third authors independently open-coded the responses. Cohen's ? was computed to determine the inter-rater agreement on the open-coding process of the teacher responses. In total, 741 facilitators and 652 barriers were identified, and the most commonly reported barriers and facilitators centered on either teacher- or program-related responses. Barrier and facilitator categories were positively correlated (f = 0.42 and Cramer's ? = 0.16, p = 0.00); however, neither years of teaching experiences (r[subscript barriers] = 0.01, p = 0.89; r[subscript facilitators] = 0.05, p = 0.45) nor frequency of teaching SWD (t[subscript barriers] = 0.05, p = 0.49; t[subscript facilitators] = 0.05, p = 0.47) was significantly associated with the number of barriers or facilitators reported. Unique to other research in this arena, teachers frequently reported that personal-related variables were also as barriers to PE participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01