1. Relegated to the Sidelines: A Qualitative Inquiry of Gatekeepers' Perspectives and Values of Physical Education for Disabled Children.
- Author
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McNamara, Scott W.T., Craig, Patrica, Henly, Megan, and Gravink, Jill
- Subjects
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HEALTH services accessibility , *CHILDREN with disabilities , *QUALITATIVE research , *HEALTH education teachers , *INTERVIEWING , *ATTITUDES toward disabilities , *JUDGMENT sampling , *SCHOOL administrators , *REFLECTION (Philosophy) , *PARENT attitudes , *INTELLECTUAL disabilities , *SOUND recordings , *THEMATIC analysis , *SOCIAL integration , *PHYSICAL education for people with disabilities , *CONCEPTUAL structures , *RESEARCH methodology , *SOCIAL skills , *SPECIAL education , *DISCRIMINATION against people with disabilities , *GROUNDED theory , *PSYCHOLOGY of parents , *PSYCHOSOCIAL factors , *CHILDREN - Abstract
Several institutional aspects within the U.S. public school system impede the delivery of adapted physical education (APE) services to disabled children, including a lack of understanding and prioritization of these services by the special education team and a lack of qualified APE professionals to deliver these services. Thus, we conducted a qualitative inquiry grounded in a critical-ableism perspective to explore special education gatekeepers' experiences and perspectives of APE. Gatekeepers included parents, physical educators, and school administrators. Using a reflexive thematic analysis, we developed four interrelated themes: (a) disregard, negative, and charity mindsets toward disability; (b) systemic challenges in valuing and prioritizing APE; (c) presence as inclusion: (un)intentional marginalization in physical education; and (d) physical education for my child was a nightmare. These findings illustrate the complexities around the provision of physical education and APE to disabled children. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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