European Journal of Adapted Physical Activity 13, 12 (2020) | DOI: 10.5507/euj.2020.007

A Collaborative Approach for Engaging Students with Severe Disabilities in Physical Education

Michelle Grenier1*, Matthew Patey2, Lauren Lieberman3, Ali Brian4
1 Department of Kinesiology, University of New Hampshire Durham, New Hampshire, michelle.grenier@unh.edu
2 Department of Movement Arts, Health Promotion and Leisure Studies, Bridgewater State University, Bridgewater, Massachusetts; mpatey@bridgew.edu
3 Department of Kinesiology, Sport Studies and Physical Education, The State University of New York at Brockport, Brockport, NY; llieberman@brockport.edu
4 Department of Physical Education, University of South Carolina, Columbia, South Carolina; abrian@sc.edu

There is research on the barriers teachers face including students with disabilities, and the extant literature is limited with regard to collaboration between general and special education. To increase the likelihood of effective collaboration, relationships among colleagues should involve on-going and sustained communication regarding students’ skills. The purpose of this study was to examine the collaborative practices between general and special educators in providing access to the curriculum for students with severe disabilities in general physical education. Our primary questions included: How do general and special educators define and provide access to the general education curriculum for students with severe disabilities? How are educational goals between students with severe disabilities and their peers without disabilities developed in a general education setting? Semi-structured interviews were conducted on general and special educators (N = 9), field note observations (n=16) were conducted on one 2nd and 4th grade physical education class that included two students with severe disabilities and their peers (n = 35). Collected documents included lesson plans and a teacher journal across 15 weeks of one academic semester. Data were analyzed using a thematic analysis. Three themes were identified: 1) Taking the Mystery Away, 2) Building Relationships Between Peers Through Communication Strategies and 3) It Makes Sense: Mutual Goals Between the Disciplines. Collaborative practices between special and general educators can bridge knowledge differences on content, curriculum and modes of communication that facilitate student engagement between students with severe disabilities and their peers. Recommendations for identifying communication protocols and establishing collaborative practices are provided.

Keywords: communication; inclusion; special education; thematic analysis

Received: September 17, 2019; Accepted: May 4, 2020; Prepublished online: August 8, 2020; Published: November 17, 2020  Show citation

ACS AIP APA ASA Harvard Chicago Chicago Notes IEEE ISO690 MLA NLM Turabian Vancouver
Grenier, M., Patey, M., Lieberman, L., & Brian, A. (2020). A Collaborative Approach for Engaging Students with Severe Disabilities in Physical Education. European Journal of Adapted Physical Activity, 13(2), 12. doi: 10.5507/euj.2020.007
Share...
Download citation
  • BibTeX (.bib)
  • Bookends (.ris)
  • EasyBib (.ris)
  • EndNote (.enw)
  • EndNote 8 (.xml)
  • ISI WoS (.isi)
  • Medlars (.medlars)
  • Mendeley (.ris)
  • MODS (.xml)
  • Papers (.ris)
  • RefWorks (.txt)
  • RefManager (.ris)
  • RIS (.ris)
  • MS Word (.xml)
  • Zotero (.ris)
    • Open full article

    References

    1. Ammah, J. O., & Hodge, S. (2005-2006). Secondary physical education teachers' beliefs and practices in teaching students with severe disabilities: A descriptive analysis. The High School Journal, 89(2), 40-54. https://doi.org/10.1353/hsj.2005.0019 Go to original source...
    2. An, J., & Meaney, K. S. (2015). Inclusion practices in elementary physical education: A social-cognitive perspective. International Journal of Disability, Development and Education, 62(2), 143-157. https://doi.org/10.1080/1034912X.2014.998176 Go to original source...
    3. Aydin, M. (2014). Assessing knowledge levels of secondary school physical education and sports teachers about inclusive education. Educational Research and Reviews, 9(21), 1115-1124. https://doi.org/10.5897/ERR2014.1902 Go to original source...
    4. Block, M. & Obrusnikova, I. (2007). Inclusion in physical education: A review of the literature from 1995-2005. Adapted Physical Activity Quarterly, 24, 103-124. https://doi.org/10.1123/apaq.24.2.103 Go to original source... Go to PubMed...
    5. Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.
    6. Bredahl, A. (2013). Sitting and watching others being active: The experienced difficulties in PE when having a disability. Adapted Physical Activity Quarterly, 30(1), 40-58. https://doi.org/10.1123/apaq.30.1.40 Go to original source... Go to PubMed...
    7. Brinkmann, J., & Twiford, T. (2012). Voices from the field: Skill sets needed for effective collaboration and co-teaching. International Journal of Educational Leadership Preparation, 7(3), 1-13. https://eric.ed.gov/?id=EJ997467
    8. Browder, D., Spooner, F., Wakeman, S., Trela, K., & Baker, J. (2006). Aligning instruction with academic content standards: finding the link. Research & Practice for Persons with Severe Disabilities, 31, 309-321. https://doi.org/10.1177/154079690603100404 Go to original source...
    9. Bryan, R. R., McCubbin, J.A., & Van Der Mars, H. (2013). The ambiguous role of the paraeducator in the general physical education environment. Adapted Physical Activity Quarterly, 30(2), 164-183. https://doi.org/10.1123/apaq.30.2.164 Go to original source... Go to PubMed...
    10. Calculator, S. (2009). Augmentative and alternative communication (AAC) and inclusive education for students with the most severe disabilities. International Journal of Inclusive Education, 13, 93-113. https://doi.org/10.1080/13603110701284656 Go to original source...
    11. Carter, N., Prater, M. A., Jackson, A., & Marchant, M. (2009). Educators' perceptions of collaborative planning processes for students with disabilities. Preventing School Failure: Alternative Education for Children and Youth, 54(1), 60-70. https://doi.org/10.3200/PSFL.54.1.60-70 Go to original source...
    12. Causton, J., & Tracy-Bronson, C. (2015). The educator's handbook for inclusive school practices. Baltimore, MD: Brookes.
    13. Cook, L., & Friend, M. (2010). The state of the art of collaboration on behalf of students with disabilities. Journal of Educational Psychological Consultation, 20(1), 1-8. https://doi.org/10.1080/10474410903535398 Go to original source...
    14. Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3-21. https://doi.org/10.1007/BF00988593 Go to original source...
    15. Creswell, J. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. London: Sage.
    16. Dymond, S. K., Renzaglia, A., Gilson, C. L., & Slagor, M. T. (2007). Defining access to the general curriculum for high school students with significant cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 32, 1-15. https://doi.org/10.1207/S15327035EX0903_2 Go to original source...
    17. Downing, J. E., Hanreddy, A., & Peckham-Hardin, K. (2015). Teaching communication skills to students with severe disabilities (3rd ed.). Baltimore, MD: Paul H. Brooks.
    18. Finnerty, M., Jackson, L., & Ostergren, R. (2019). Adaptation in general education classroom for students with severe disabilities: Access, progress assessment and sustained use. Research and Practice for Persons with Severe Disabilities, 44(2), 87-102. https://doi.org/10.1177/1540796919846424 Go to original source...
    19. Florian, L. (Ed.). (2014). The Sage Handbook of Special Education, (2nd ed.). London: Sage. https://doi.org/10.4135/9781446282236 Go to original source...
    20. Foulger, T.S. (2010). External conversations: An unexpected discovery about the critical friend in action research inquiries. Action Research, 8(2), 135-152. https://doi.org/ 10.1177/1476750309351354 Go to original source...
    21. Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
    22. Galdas, P. (2017). Revisiting bias in qualitative research: Reflections on its relationship with funding and impact. International Journal of Qualitative Methods, 16, 1-2. https://doi.org/10.1177/1609406917748992 Go to original source...
    23. Grenier, M., & Lieberman, L.J. (Eds). (2018). Physical education for students with moderate to severe disabilities. Champaign, IL: Human Kinetics.
    24. Hamilton-Jones, B., & Vail, C. (2013). Preparing special educators for collaboration in the classroom: Pre-service teachers' beliefs and perspectives. International Journal of Special Education, 28, 56-68. https://doi.org/eric.ed.gov/?id=EJ1034079
    25. Ji, A., & Meaney, K. (2015). Inclusion practices in elementary physical education: A social-cognitive perspective. International Journal of Disability, Development and Education, 62(2), 143-157. https://doi.org/10.1080/1034912X.2014.998176 Go to original source...
    26. Klavina, A., & Rodionova, K. (2015). The effect of peer tutoring in physical education for middle school students with severe disabilities. European Journal of Adapted Physical Activity, 8(2), 3-17. https://doi.org/10.5507/euj.2015.005 Go to original source...
    27. Kurth, J. A., Ruppar, A. L., McQueston, J. A., McCabe, K. M., Johnston, R., & Toews, S. G. (2019). Types of supplementary aids and services for students with significant support needs. The Journal of Special Education, 52(4), 208-218. http://doi.org/10.1177/0022466918791156 Go to original source...
    28. Kurth, J., Lyon, K., & Shogren, K. (2015). Supporting students with severe disabilities in inclusive schools: a descriptive account from schools implementing inclusive practices. Research and Practice for Persons with Severe Disabilities, 40, 261-274. https://doi.org/10.1177/1540796915594160 Go to original source...
    29. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. Go to original source...
    30. McGrath, O., Crawford, S., & O'Sullivan, D. (2019). 'It's a challenge': Post primary physical education teachers' experiences of and perspectives on inclusive practice with students with disabilities. European Journal of Adapted of Physical Activity, 12(1), 2. https://doi.org/10.5507/euj.2018.011 Go to original source...
    31. Nilsen, S. (2017). Special education and general education - coordinated or separated? A study of curriculum planning for pupils with special educational needs. International Journal of Inclusive Education, 21(2), 205-217. https://doi.org/10.1080/13603116.2016.1193564 Go to original source...
    32. Olson, A, Leko, M., & Roberts, C. (2016). Providing students with severe disabilities access to the general education curriculum. Research and Practice for Persons with Severe Disabilities, 41, 143-157. https://doi.org/10.1177/1540796916651975 Go to original source...
    33. Orelove, F., Sobsey, D., & Gilles, D. (2017). Educating Students with Severe and Multiple Disabilities: A Collaborative Approach. Baltimore: Brookes.
    34. Patton, M. Q. (2015). Qualitative Research and evaluative methods: Integrating Theory and Practice (4th ed). Thousand Oaks, CA: Sage Publications.
    35. Pecora, J.K., Whittaker, J.K., Maluccio, A.N., & Barth, R.P. (2012). The child welfare challenge: Policy, practice and research (3rd ed.). New Brunswick, NJ: Aldine Transaction. https://doi.org/10.4324/9781315131245 Go to original source...
    36. Pocock, T. & Miyahara, M. (2018). Inclusion of students with disability in physical education: a qualitative meta-analysis. International Journal of Inclusive Education, 22(7), 751-766. https://doi.org/10.1080/13603116.2017.1412508 Go to original source...
    37. Richards, K. A., & Hemphill, M.A. (2018). A practical guide to collaborative qualitative data analysis. Journal of Teaching in Physical Education, 37(2), 225-231. https://doi.org/10.1123/jtpe.2017-0084 Go to original source...
    38. Ryndak, D. L., Moore, M. A., Orlando, A., & Delano, M. (2008). Access to the general curriculum: The mandate and role of context in research-based practice for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 34(1), 199-213. https://doi.org/10.2511/rpsd.33.4.199 Go to original source...
    39. Samalot-Rivera, A., & Lieberman, L.J. (2017). Adapted Physical Educators current involvement in the IEP process. Palaestra, 31, 22-27. https://js.sagamorepub.com/palaestra/article/view/8588
    40. Schatzman, L., & Strauss, A. (1973). Field research. Englewood Cliffs, NJ: Prentice Hall.
    41. Tant, M., & Watelain, E. (2016). Forty years later, a systematic literature review on inclusion in physical education (1975-2015): A teacher perspective. Educational Research Review, 19, 1-17. https://doi.org/10.1016/j.edurev.2016.04.002 Go to original source...
    42. Timberlake, M. T. (2014). Weighing costs and benefits: Teacher interpretation and implementation of access to the general education curriculum. Research and Practice for Persons with Severe Disabilities, 39(2), 83-99. https://doi.org/ 10.1177/1540796914544547 Go to original source...
    43. United Nations (2006). Convention on the rights of persons with disabilities. New York: NY: United Nations.
    44. United Nations Educational, Scientific and Cultural Organization. (2015). "International Charter of Physical Education, Physical Activity and Sport." http://unesdoc.unesco.org/images/0023/002354/235409e.pdf
    45. Waldron, N., & McLeskey, J. (2010). Establishing a collaborative school culture through comprehensive school reform. Journal of Educational and Psychological Consultation, 20, 58-74. https://doi.org/10.1080/10474410903535364 Go to original source...
    46. Whittemore, R., Chase, S., & Mandle, C. (2001). Pearls, pith and provocation: Validity in qualitative research. Qualitative Health Research, 11(4), 522-537. https://doi.org/10.1177/104973201129119299 Go to original source... Go to PubMed...
    47. Wilhelmsen, T. & Sorensen, M. (2017). Inclusion of children with disabilities in physical education: A systematic review of literature from 2009 to 2015. Adapted Physical Activity Quarterly, 34(3), 311-337. https://doi.org/10.1123/apaq.2016-0017 Go to original source... Go to PubMed...
    48. Zitomer, M., & Goodwin, D. (2014). Gauging the quality of qualitative research in adapted physical activity. Adapted Physical Activity Quarterly, 31(3), 193-218. https://doi.org/ 10.1123/apaq.2013-0084 Go to original source... Go to PubMed...

    This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits use, distribution, and reproduction in any medium, provided the original publication is properly cited. No use, distribution or reproduction is permitted which does not comply with these terms.


    Return to the content