Including students with special needs in physical education
2021:88 | 2022:111 | 2023:174 | 2024:225 | 2025:19
The initial aim was to study how regular physical education in integrated settings has been planned and implemented for students with special needs in Finnish comprehensive and upper secondary schools. As the project progressed, the need for an inclusion strategy for the Finnish educational ecosystem became evident. The study comprised three successive phases. In Phase I, the most important needs of classroom teachers (n=169) and physical education teachers (n=138) in the delivery of adapted physical education services together with their
beliefs about barriers to integration or inclusion were studied. In Phase II, the perceived physical competence of students with and without physical disabilities (n=60) attending different educational settings was investigated. In Phase m, an adapted physical education consultant model was developed to assist teachers to include students with special needs in regular physical education. This model was tested through two case studies, one with intensive and one with limited consultant assistance. The results, in Phase I, indicated that both classroom teachers and physical education teachers desire and need more knowledge and skills in adapted physical education. Attitude barriers were perceived as the biggest problem among teachers. In Phase II, the results indicated that students with physical disabilities, regardless of placement, had significantly lower values of perceived fitness than nondisabled students. The overall conclusion from Phases I and II was that regular physical education does not provide a supportive enough learning environment for integrated students. In Phase III, support from the adapted physical education consultant proved to be an effective
strategy for inclusion. The results indicated that classroom teachers, students, and paraprofessionals all benefited from the consultant approach.
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ISBN
978-951-39-7902-7Julkaisuun sisältyy osajulkaisuja
- Artikkeli I: Heikinaro-Johansson, P. & Sherrill, C. (1994). Integrating children with special needs in physical education: A school district assessment model from Finland. Adapted Physical Activity Quarterly 11, 44-56. DOI: 10.1123/apaq.11.1.44
- Artikkeli II: Lintunen, T., Heikinaro-Johansson, P. & Sherrill, C. (1995). Use of perceived physical competence scale with adolescents with disabilities. Perceptual and Motor Skills 80, 571-577. DOI: 10.2466/pms.1995.80.2.571
- Artikkeli III: Heikinaro-Johansson, P., Lintunen, T. & Sherrill, C. (1995). Perceived physical fitness and body build of students with physical disabilities. Manuscript.
- Artikkeli IV: Heikinaro-Johansson, P., Sherrill, C., French, R. & Huuhka, H. (1995). Adapted physical education service model to facilitate integration. Adapted Physical Activity Quarterly 12, 12-33. DOI: 10.1123/apaq.12.1.12
- Artikkeli V: Sherrill, C., Heikinaro-Johansson, P. & Slininger, D. (1994). Equalstatus relationships in the gym: Reciprocal modeling, tutoring, and caring. Journal of Physical Education, Recreation and Dance 65 (1), 27- 31, 56. DOI: 10.1080/07303084.1994.10606827
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