Including Students with Disabilities in Regular Physical Education: Effects on Nondisabled Children

Abstract

The purpose of this study was to measure the impact of including three 6th-grade students with severe disabilities who were given support services into a regular physical education class. Basketball skill improvement in passing, shooting, and dribbling during a 3-1/2-week basketball unit and attitudes toward students with disabilities were compared between a 6th-grade class that included 3 students with severe disabilities (CI) and a 6th-grade class in the same school that did not have any students with disabilities (C2). Results from the nonparametric Mann-Whitney U test indicated no differences in skill improvement between the two groups except in dribbling, which favored C2. C1 showed significantly greater pretest scores in general and sport-specific attitudes compared to C2, but there were no differences in gain scores for either general or sport-specific attitude. It was argued that, with proper support services, students with severe disabilities can be included in regular physical education without negatively affecting the program for students without disabilities.

Diseño y aplicación de un programa de intervención de práctica deportiva inclusiva y su efecto sobre la actitud hacia la discapacidad: El Campus Inclusivo de Baloncesto. (Design and implementation of an intervention program of inclusive sport and its effect on attitudes toward disability: The Inclusive Basketball Campus).

“…deporte. 29(8),[258][259][260][261][262][263][264][265][266][267][268][269][270][271] http://dx.doi.org/10.5232/ricyde2012.02905 263 practican de manera conjunta mediante actividades inclusivas (17.00-19.00 horas). Para todas las sesiones, las situaciones de calentamiento y vuelta a la calma fueron conjuntas.…”

European Inclusive Physical Education Training

“…In most cases teachers are not permitted to decide if they will have a student with a disability in their class, but they can decide to which extent they will include this student [2]. There is a great difference between dumping children with disabilities without proper support into general programs and including them in education with other children [4,5]. According to Sherrill [5,p.…”

"Deporte inclusivo en la escuela": diseño y análisis de un programa de intervencion para promover la inclusión del alumnado con discapacidad en Educación Física

“…Coincidiendo con este planteamiento, Block y Zeman (1996), tras analizar el impacto de la inclusión de estudiantes con discapacidad severa en EF en las habilidades de desarrollo motor y en la actitud, concluyeron que estos pueden incluirse de manera exitosa siempre que se disponga de los recursos humanos adecuados y los materiales necesarios, debiendo cuidar minuciosamente la planificación y ejecución del contacto entre ambos, ya que, si no, puede convertirse en una experiencia negativa para todos.…”

“…A pesar de que el apoyo en las sesiones por parte de un especialista adulto es considerado fundamental, el que el apoyo venga de un coetáneo cumple además uno de los objetivos habituales de la inclusión: fomentar las interacciones positivas entre los alumnos (Block y Zeman, 1996;Slininger, Sherrill, y Jankowski, 2000;Vogler, Koranda, y Romance, 2000). Se pueden encontrar 4 tipos de "peer tutoring" (Cervantes et al, 2013):…”

“…Otros autores han focalizado sus estudios en medir la actitud de los alumnos sin discapacidad tras las intervenciones propuestas (Block, 1995;Duchane y French, 1998;Kalyva y Agaliotis, 2013;Özer et al, 2012;Reina et al, 2011;Slininger et al, 2000;Van Biesen et al, 2006;Verderber, Rizzo, y Sherrill, 2003), obteniendo resultados positivos, describiendo incluso interacciones con compañeros con discapacidad agradables, amables y respetuosas (Block y Vogler, 1994;Block y Zeman, 1996;Obrusníková et al, 2003).…”