Physical Educators' Perceptions and Experiences of Teaching Students With Mobility Disabilities

Area of Science:

• Kinesiology
• Adapted Physical Education
• Special Education

Background:

• Schools aim to support physical education (PE) for students with mobility disabilities (SMDs).
• Existing research identifies environmental factors (people, resources) as both facilitators and barriers to SMD participation in PE.
• Understanding PE teachers' perspectives is crucial for improving inclusive practices.

Purpose of the Study:

• To explore physical educators' perceptions and experiences teaching students with mobility disabilities (SMDs).
• To identify factors influencing the development of a supportive PE environment for SMDs.
• To inform strategies for enhancing SMD engagement in school-based physical education.

Main Methods:

• A pragmatic, qualitative study design was employed.
• Semi-structured interviews were conducted with eleven K-8 physical education teachers who instructed SMDs.
• Thematic analysis was used to analyze interview data.

Main Results:

• Three key themes emerged: teacher planning, student dynamics within the PE environment, and the availability of resources and support.
• Teacher planning emerged as a significant factor in facilitating or hindering SMD participation.
• Interactions among students and the adequacy of resources/support systems were identified as critical components of an inclusive PE setting.

Conclusions:

• Effective PE environments for SMDs depend on comprehensive teacher planning and adapted strategies.
• Enhanced communication and collaboration between students with and without mobility disabilities are essential.
• Increased professional development for PE teachers in adapted physical education, alongside greater financial and personnel support, is necessary to foster inclusive PE settings.