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Coteaching in physical education: a strategy for inclusive practice.
1Kinesiology Department at the University of New Hampshire in Durham.
Adapted Physical Activity Quarterly : APAQ
|July 16, 2011
Summary
Inclusive physical education relies on coteaching, built on trust, respect, and community. Teacher preparation should adopt a social model of disability to foster equitable learning environments for all students.
Area of Science:
- Education
- Special Education
- Physical Education
Background:
- Inclusive education models are increasingly adopted in physical education settings.
- Coteaching between general and adapted physical education (APE) teachers is a key strategy for inclusion.
- Understanding the factors influencing effective coteaching is crucial for successful implementation.
Purpose of the Study:
- To explore the factors informing general and adapted physical education teachers' coteaching practices.
- To investigate the dynamics of coteaching within an inclusive high school physical education program.
Main Methods:
- Qualitative research methods were employed.
- Observations, interviews, field notes, and document collection were utilized over a 16-week period.
- A constant comparative approach and a social model framework guided the analysis.
Main Results:
- Key themes included community as central to student learning, the importance of trust and respect between teachers, and the establishment of natural support structures.
- Coteaching practices were driven by shared values in teaching and learning, and a commitment to student inclusion.
Conclusions:
- Successful coteaching in inclusive physical education is founded on shared values and a strong sense of community.
- Professional preparation programs should integrate the social model of disability to better equip teachers for inclusive practices.
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