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

Abstract

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 ongoing 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.

Inclusion in Physical Education in primary schools in Europe through the lens of an Erasmus+ partnership

“…Thirdly, a further insight gained from the study was related to the importance of working collaboratively (Grenier et al 2020) with teacher colleagues (Clohessy, Bowles, and Ní Chróinín 2020), additional support assistants and even professionals such as physiotherapists and occupational therapists to enhance inclusion and avoid withdrawal. Such collaborative approaches need to be underpinned by an exploration of the potential of the UDL framework.…”