The purpose of this study was to identify the perspectives of Hispanic parents of children with disabilities regarding adapted physical education (APE) professionals in relationship to their child’s purposeful play and transition to school programming. Participants (N = 11) were Hispanic parents of children with disabilities. Parents participated in one-on-one interviews in their preferred language (Spanish or English). Transcripts were analyzed through a constant comparative analysis. Three themes emerged from the data: (a) qualified APE professionals, (b) challenges for the family, and (c) normalcy. These themes were supported by subthemes. The results indicated that Hispanic families were not as familiar with APE services as Caucasian families were. Parental expectations among Hispanic parents were similar to Caucasian parents, but the preference for modes of communication and information differed.

A comparative analysis of two PETE portfolio models was conducted to determine the impact on intern perceptions of the value of the teaching portfolio, intern professional growth, and portfolio representation in single and dual internship site placements. The portfolio model served as the curricular intervention during the student teaching experience of 67 interns in two PETE programs. A mixed method was used to discern the impact of each portfolio model. The Defining Issues Test, weekly reflection logs, and a culminating questionnaire served as data sources. One program employed extensive reflective writings and single placement sites; the other program used less extensive reflective practice and dual placement sites. Although interns showed no change in moral judgment reasoning, most valued the portfolio process as an indicator of professional growth. Differences in reflective practice and similarities in dual versus single-site placements were noted.

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Nine teacher candidates from each of two PETE programs, University A and University B, developed teaching portfolios over three consecutive semesters of comparable courses. University A teacher candidates underwent a deliberate, developmental portfolio intervention based on the Teaching/Learning Framework (Sprinthall & Thies-Sprinthall 1983), while University B candidates employed a series of portfolio categories based on reflective practice theory (Wallace, 1991) to guide their developmental growth. All teacher candidates completed Rest’s (1986) Defining Issues Test (DIT) to determine one dimension of teacher developmental growth, moral/ethical judgment. They shared perceptions of the portfolio process through focus group interviews and portfolio questionnaires as qualitative data sources. Findings indicated a significant within-group difference for University A teacher candidates, while both university groups demonstrated similarities in perceptions of the portfolio process. A crucial programmatic difference between institutions was University A’s use of the Teaching/Learning Framework, which likely led to statistically significant, positive growth on DIT gain scores. This is the first study of its kind in PETE, indicating positive teacher development from a specific and deliberate intervention designed to guide the portfolio process.