Physical education and special education services are integral components of the curriculum of all public school systems in the United States. Adapted Physical Education combines the special education approach with physical education instructional practices for the benefit of instructing students with disabilities. These teaching strategies ideally include accommodations and modifications that adaptively tailor physical education lessons to each child's skills and ability level. A problem arises when there is no consistency of delivery of physical education service to students with disabilities as a result of not having established instructional practices. Limited research has been conducted in determining what teaching strategies are currently being used in adapted physical education when instructing students with disabilities. The purpose of this qualitative case study was to examine Adapted Physical Education instruction provided to special education students in order to contribute to an understating of current accommodation and modification practices in the field of physical education. The three specific aims for conducting this qualitative study were: (a) to determine the accommodations currently being used by Adapted Physical Education Teachers, (b) to examine the different modifications being utilized by Adapted Physical Education Teachers when instructing students in Adapted Physical Education service, and (c) to verify what role the Adapted Physical Education National Standards play in providing this service. This study was the first to use the Adapted Physical Education Educators Instructional Qualitative Survey, which was developed by this researcher to identify the teaching instructional practices being used by Adapted Physical Education Teachers in the public school settings. Survey data from 22 Adapted Physical Education Teachers employed at a large urban school district in the Southwest were gathered. Additionally, nine teachers were interviewed to gain a more in-depth perspective on the practices being used when instructing students with disabilities. The interview demonstration sessions were videotaped and transcribed by the researcher. The qualitative data were analyzed and coded by the use of NVivo software. The findings showed that APE instruction varied based on the individual need of the student, the activity level and complexity of the lesson. Data revealed that APE teachers made accommodations and modifications in the areas of delivery of instruction, rules of the game, equipment and environment of service for the purpose of increasing participation and student success. The results of this study contribute to the development of effective instructional practices by individually listing and describing strategies being used by Adapted Physical Education Teachers working in the field.
|Department:||School of Education|
|School Location:||United States -- Arizona|
|Source:||DAI-A 76/09(E), Dissertation Abstracts International|
|Subjects:||Education, Physical education, Special education|
|Keywords:||Adapted, Education, Physical|
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