Bruchlinien der Inklusion

Haegele, Justin A.; Giese, Martin; Wilson, Wesley J.; Oldörp, Felix

doi:10.1007/s12662-020-00663-w

Cited by 9 publications

(4 citation statements)

References 57 publications

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“…By centering research on the voices of CWVI, researchers can help amplify the voices of CWVI while gaining an understanding of the particularities of their experiences, and how those particularities influence how CWVI construct their social experiences in PE. This viewpoint is well-aligned with calls for academics to amplify the voices of persons with disabilities in research about inclusion [21,22], as well as the 'nothing about us, without us' movement which emphasizes the empowerment of persons with disabilities through centering their experiences [23,24].…”

Section: Introductionmentioning

confidence: 92%

“…As such, despite the positive intentions that inclusive settings may be derived from, subjective experiences associated with inclusion (i.e., belonging, acceptance, and value) appear unavailable to many CWVI in these settings [4]. In this sense, further research explicitly exploring the perspective of CWVI is critical and can further contribute to our understanding what individual needs result from it [22].…”

Section: Introductionmentioning

confidence: 99%

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“… and after That Came Me”. Subjective Constructions of Social Hierarchy in Physical Education Classes among Youth with Visual Impairments in Germany

Giese

Ruin

Baumgärtner

et al. 2021

IJERPH

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The aim of this study was to reconstruct subjective constructions of experiences in PE and feelings of being valued within PE classes in Germany by students with visual impairment (VI). Two female and two male students (average age: 19.25 years) participated in the study from the upper level. For the reconstruction of experiences of feeling valued, episodic interviews with a semi-structured interview guide were used. The data analysis was conducted with MAXQDA 2020 based on content-related structuring of qualitative text analysis with deductive–inductive category formation. To structure the analysis, the main category, feelings of being valued, was defined by two poles (positive feelings of being valued as opposed to bullying). As a main finding, respondents primarily reported negative feelings and experiences characterized by instances of bullying, discrimination, and physical and social isolation, perpetuated by both their peers and teachers. In search of a deeper understanding, we identified social hierarchy as an underlying structure determining the students’ perceived positioning within the social context and thus directing their feelings of being (de-)valued. It became evident that it is not the setting per se that determined social hierarchy, but that it is more about the concrete manifestation of social hierarchy.

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Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

“… and after That Came Me”. Subjective Constructions of Social Hierarchy in Physical Education Classes among Youth with Visual Impairments in Germany

Giese

Ruin

Baumgärtner

et al. 2021

IJERPH

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“…Today, much attention is paid to current trends in the development of inclusive PE in Ukraine, as they are in an active state of activity development. The scientific pursuit of quality assurance in inclusive PE is the subject of numerous studies (Page, Anderson, & Charteris, 2021;Barber, 2018;Haegele, Giese Wilson, & Oldörp, 2020).…”

Section: Introductionmentioning

confidence: 99%

Postural Control Development of Students with Disabilities in the Process of Inclusive Physical Education

Blavt,

Gurtova

2023

J. learn. theory methodol.

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Background. An important aspect of ensuring the effectiveness of inclusive physical education of students with disabilities in higher education is taking into account the increase in certain violations in the state of health of students caused by the long war of the Russian Federation against Ukraine. As a result, a powerful factor of disability, a violation of postural control, is considered one of the main problems in inclusive PE of students with disabilities. The study purpose was to reveal the effectiveness of inclusive PE classes on the development of postural control of students with disabilities in the process of implementing the developed program. Materials and methods. To solve the tasks, a complex of scientific intelligence methods was used at the empirical and theoretical level: literature analysis, observation, testing, experiment, and methods of mathematical statistics. 30 first-year students with disabilities took part in the experiment. The organization of the study provided for the determination of the state of the studied parameters as a consequence of the action of the developed program aimed at correcting the postural control of students with disabilities. Results. According to the results of the test control of maintaining balance and orientation in space, the development of postural control of students with disabilities after the end of the experimental study was established. The results of the study established an improvement in the quality of the balance function, as a correlator of translational control, in students of the studied sample after the end of the experimental study within 20%. Conclusions. Considering the fact that postural control is ensured by the functional activity of the somatosensory, vestibular, visual and neuromuscular systems, scientifically based use of the tools of the developed inclusive PE program became a factor in improving the studied parameters of postural control of students with disabilities. The established statistically reliable positive dynamics of the set of postural control indicators proved that the implementation of the developed innovations in the PE of students with disabilities provides a targeted impact on the normalization of balance functions. The obtained results of the conducted pedagogical experiment prove the effectiveness of the author’s development of pedagogical actions regarding the correlation of postural control of students with disabilities in the process of inclusive physical education.

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“…Giese und Weigelt 2015a,b, 2017Ruin et al 2016) 1 , empirische Untersuchungen zu individuellen Perspektiven der beteiligten Akteur*innen (Block et al 2017) sowie programmatische, grundlagentheoretische und kritisch-hermeneutische Beiträge (z. B. Giese 2019; Haegele et al 2020;Erhorn et al 2020). Bildungspolitische Aufträge und pädagogische Ansprüche der Inklusion stellen die konkrete Praxis des Sportunterrichts vor besondere Herausforderungen, die auch an ihre fachliche Spezifik geknüpft sind, etwa die herausgehobene Bedeutung von Körperlichkeit und körperlich zur Aufführung gebrachten Verhaltensweisen und Fähigkeiten (vgl.…”

Section: Introductionunclassified

Orientierungen und Praktiken sportunterrichtlicher Differenzkonstruktionen. Perspektiven praxistheoretischer Unterrichtsforschung im formal inklusiven Grundschulsport

Schiller

Rode

Zander

et al. 2021

ZfG

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ZusammenfassungIm Beitrag werden Differenzkonstruktionen und praktische Ein‑/Ausschlussprozesse im formal inklusiven Grundschulsportunterricht untersucht. Auf Basis videographischer Daten wird in einer wissenssoziologischen, praxistheoretischen Perspektive an einem Fallbeispiel ein kollektiv-geteilter Orientierungsrahmen der Personifikation unterrichtlicher Handlungen aufgezeigt, an dem drei Dimensionen von Differenzkonstruktionen – Reifizierung von ‚Unfähigkeit‘, Komplementarität von Handlungsräumen, Verschränkung von Sach- und Differenzherstellung – sowie Perspektiven für eine praxistheoretische Grundschul(sport)unterrichtsforschung diskutiert werden können.

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Bruchlinien der Inklusion

Cited by 9 publications

References 57 publications

“… and after That Came Me”. Subjective Constructions of Social Hierarchy in Physical Education Classes among Youth with Visual Impairments in Germany

“… and after That Came Me”. Subjective Constructions of Social Hierarchy in Physical Education Classes among Youth with Visual Impairments in Germany

Postural Control Development of Students with Disabilities in the Process of Inclusive Physical Education

Orientierungen und Praktiken sportunterrichtlicher Differenzkonstruktionen. Perspektiven praxistheoretischer Unterrichtsforschung im formal inklusiven Grundschulsport

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