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Parental expectations of adapted physical educators: a Hispanic perspective.
Luis Columna1, Jean Pyfer, Terry Senne
1Physical Education Department at the State University of New York at Cortland, NY, USA. columnal@cortland.edu
Adapted Physical Activity Quarterly : APAQ
|September 4, 2008
Summary
Hispanic parents seek qualified adapted physical education (APE) professionals for their children with disabilities. They face unique family challenges and desire normalcy, differing in communication preferences from other groups.
Area of Science:
- Special Education
- Disability Studies
- Parental Involvement
Background:
- Adapted Physical Education (APE) is crucial for children with disabilities.
- Understanding diverse parental perspectives is key to effective APE programming.
- Hispanic families' experiences with APE services require further investigation.
Purpose of the Study:
- To explore Hispanic parents' views on APE professionals.
- To understand how these perspectives relate to purposeful play and school transition.
- To identify challenges and needs within Hispanic families regarding APE.
Main Methods:
- Qualitative study involving 11 Hispanic parents of children with disabilities.
- One-on-one interviews conducted in Spanish or English.
- Constant comparative analysis of interview transcripts.
Main Results:
- Three main themes emerged: qualified APE professionals, family challenges, and normalcy.
- Hispanic families showed less familiarity with APE services compared to Caucasian families.
- Parental expectations were similar, but communication preferences differed.
Conclusions:
- APE professionals must be qualified and sensitive to family needs.
- Addressing unique challenges faced by Hispanic families is essential for APE success.
- Tailored communication strategies are necessary to engage Hispanic parents effectively in APE.
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