The purpose of this study was to characterize the expectations of parents of children with disabilities regarding adapted physical education services. Participants (N = 10) were parents of children with disabilities. Parents participated in one-onone semistructured interviews. Transcripts were analyzed through a constant comparative method. Three parental themes emerged from the analysis: (a) importance placed on physical activities, (b) ongoing and frequent communication and collaboration, and (c) teachers' attributes. The results of this study demonstrated that parents wanted more communication with the adapted physical education teacher, a collaborative working relationship, attendance of the adapted physical education teacher at Individual Education Program meetings, and normalcy for their child.

s mandated by the Individuals with Disabilities Education Act (Public Law 105-17, IDEA '97), each child who qualifies for special education must have an individualized education program (IEP) (Auxter, Pyfer, & Heuttig, 1997). The IEP team who writes this plan consists of the parents, an administrator, a general education teacher, and any special education staff member who has tested the student or is providing services for him or her. Educators usually use the word team to describe this group and its process. But is this group of people really a "team"? This article discusses practical strategies for parents and professionals in assisting parents in becoming a more inclusive part of the IEP team process. Use of these strategies can create more effective and cohesive teams.

The purpose of this study was to analyze both male and female physical education teacher attitudes toward cultural pluralism and diversity. Participants (N = 433) were adapted physical education specialists, physical education generalists, and teacher candidates. The research method was a descriptive cross-sectional survey (Fraenkel & Wallen, 1990). Data were collected using a modified version of the Pluralism and Diversity Attitude Assessment survey (Stanley, 1997). Mann-Whitney U tests showed no significant differences in attitude scores between teachers and teacher candidates. However, women’s attitude scores were significantly higher than men’s. Further Friedman’s ANOVA test showed statistical differences on the survey’s constructs for gender and professional status. Post hoc analysis indicated that the groups scored significantly higher on the construct, Value Cultural Pluralism than Implement Cultural Pluralism. This means teachers generally valued cultural diversity, but struggled to implement culturally responsive pedagogy. In conclusion, physical educators may need better preparation to ensure cultural competence.

The purpose of this study was to describe the experiences and roles adapted physical educators engaged in during consultation interactions. Participants included 4 females and 2 males with experience teaching (range of 3-21 years) in the field of adapted physical education. Data collection included a demographic data sheet, two individual in-depth interviews, interview notes, document analysis, and field observations. Results indicate that participants experienced and made meaning for five distinct roles, including advocate, educator, courier, supporter/helper, and resource coordinator. These findings and future discoveries may influence curriculum and pedagogical approaches for adapted physical education teacher training programs.

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