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Adapted Physical Educators Navigating Relationships With School Administrators.

Kevin Andrew Richards1, Scott McNamara2, Alyssa M Trad1

  • 1Department of Kinesiology and Community Health, University of Illinois at Urbana-Champaign, Urbana, IL,USA.

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|December 6, 2022
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Summary
This summary is machine-generated.

Building strong relationships between adapted physical educators and school administrators is crucial. Effective communication and understanding are key to supporting students with disabilities and enhancing adapted physical education programs.

Keywords:
advocacyeducational leadershiprole socialization theoryschool sociopoliticsteacher relationships

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Area of Science:

  • Education
  • Special Education
  • Physical Education

Background:

  • School administrators are key socialization agents for teachers.
  • Adapted physical educators (APEs) work with youth with disabilities, often across multiple school sites.
  • Understanding the administrator-APE relationship is vital for program success.

Purpose of the Study:

  • To explore how adapted physical educators build and navigate relationships with school administrators.
  • To identify challenges and facilitators in these professional relationships.

Main Methods:

  • Conducted semistructured interviews with 24 adapted physical educators in California.
  • Utilized a multiphase approach for data analysis.

Main Results:

  • Administrators often lack understanding of adapted physical education, impacting programs and students.
  • Relationship building is essential for securing principal support.
  • Intentional relationship development fosters trust and motivation for APEs.

Conclusions:

  • Effective administrator-APE relationships require intentional effort.
  • Improved understanding and support are needed for adapted physical education programs.
  • Recommendations are provided for training both APEs and principals.