Perspectives of Children with Physical Disabilities on Inclusion and Empowerment: Supporting and Limiting Factors

Hutzler, Yeshayahu; Fliess, Osnat; Chacham, Anat; Auweele, Y. van den

doi:10.1123/apaq.19.3.300

Cited by 96 publications

(101 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Indeed, the athletes consistently pinpointed how these relationships had enriched their sport experiences in each of the outcome themes. This finding lends support to the contention that social interactions can play a central role in facilitating positive experiences (Hutzler et al, 2002;Spencer-Cavaliere & Watkinson, 2010).…”

Section: Discussionsupporting

confidence: 59%

“…Results indicated that athletes' sport enjoyment and perceptions of physical ability were strongly related to youth's desire to continue participating in sport, thereby suggesting that youth's individual perceptions may play a key role in facilitating positive outcomes. Hutzler, Fliess, Chacham, and Van den Auweele (2002) echoed this sentiment as their investigation revealed that the self-efficacy and goal perspectives of students with disabilities influenced their perceptions of empowerment. Moreover, Hutzler and colleagues (2002) found that external factors, such as peers and important adults, also fostered empowerment within inclusive physical education.…”

Section: Introductionmentioning

confidence: 95%

See 1 more Smart Citation

An in-Depth Investigation of a Model Sport Program for Athletes with a Physical Disability

Turnnidge¹,

Vierimaa²,

Côté³

2012

PSYCH

View full text Add to dashboard Cite

While previous research highlights the important benefits that sport participation can have for youth development, limited research has examined the sport experiences of athletes with disabilities (Martin, 2006). The purpose of this study was to describe the sport experiences of athletes with physical disabilities in a model swim program that has been widely recognized for the development of positive values in athletes. Semi-structured interviews were conducted with eight athletes with a physical disability. Participants were both male (n = 3) and female (n = 5), between 9 -19 years of age, and averaged 5.9 years of swimming experience. Interviews were transcribed verbatim and were subjected to a content analysis procedure in which raw meaning units were grouped into salient themes (Côté, Salmela, Baria, & Russell, 1993;Tesch, 1990). Athletes' responses regarding the outcomes derived from this program revealed four themes: 1) Redefined capabilities, 2) affirmed sense of self, 3) strengthened social connection, and 4) enhanced acceptance. Social and contextual processes facilitating the development of these outcomes are also discussed. Practical implications for programmers, coaches, and athletes are presented along with recommendations for future sport research.

show abstract

Section: Discussionsupporting

confidence: 59%

Section: Introductionmentioning

confidence: 95%

An in-Depth Investigation of a Model Sport Program for Athletes with a Physical Disability

Turnnidge¹,

Vierimaa²,

Côté³

2012

PSYCH

View full text Add to dashboard Cite

show abstract

“…being taught in another locality by other non-PE staff) or limited inclusion (for example, being positioned as an observer or passive participant such as a referee) are common practices (Blinde and McAllister 1998;Goodwin and Watkinson 2000;Smith 2009). Secondly, and often as the result of the latter, too many young people with disabilities experience being made to feel like 'outsiders' or 'incompetent' by peers, or are teased in PE lessons (Doubt and McCall 2003;Fitzgerald 2005;Hutzler et al 2002;Smith 2009). Thirdly, PE teachers are also reported to make young disabled students feel marginalised because they appear to lack the knowledge or lack the confidence to adapt teaching and learning tasks in their lessons, and do little to encourage their active participation (Blinde and McAllister 1998;Doubt and McCall 2003;Fitzgerald 2005;Goodwin 2001).…”

Section: Introductionmentioning

confidence: 99%

Negotiating the discursive spaces of inclusive education: narratives of experience from contemporary Physical Education

Svendby

Dowling

2013

Scandinavian Journal of Disability Research

View full text Add to dashboard Cite

Responding to calls about the urgent need to better understand young disabled people's experiences in the subject of Physical Education (PE), this paper adopts a narrative approach to explore how they experience and value teaching and learning in PE; when and how they feel in/excluded; and to ask 'what barriers/ facilitators are perceived to be of importance for their sense of in/exclusion?' Narratives structure and illuminate not only young people's own experiences and self-identities, but they also reveal insights about the socio-cultural locations they inhabit. When they are well told they can persuade us to revisit our taken-forgranted realities about disability and inclusive education. Analyses of a case study of stories from the discursive spaces of PE lessons reveal that the deep culture of schooling and the hegemonic 'truths' of PE, not least of performativity, often result in segregated and alienating experiences, in which the disabled student is defined as malfunctioning and lacking 'ability'.

show abstract

“…In this situation, teachers reported to propose activities only for student's fun and enjoyment. The limited participation of student with a disability in physical education classes has been described by several other authors (ALVES;DUARTE, 2013;BLINDE;MCCALLISTER, 1998, GOODWIN, 2001WATKINSON, 2000, HUTZLER et al, 2002PLACE;HODGE, 2001) as well as activities without educational purposes (FALKENBACH et al 2007;RODRIGUES;FERREIRA, 2013), demonstrating how challenging it is to promote inclusion in schools.…”

Section: Discussionmentioning

confidence: 99%

“…For example, studies have shown that students with disability associate physical education classes with negative experiences (BREDAHL, 2013), feeling excluded, experiencing limited participation, and even being totally segregated from their peers (ALVES; DUARTE, 2013;BLINDE;MCCALLISTER, 1998;MENDES;SÁ, 2011;WATKINSON, 2000;HAEGELE;SUTHERLAND, 2015;HUTZLER et al, 2002;FRANK et al, 2013;PLACE;HODGE, 2001;RODRIGUES;FERREIRA, 2013;FALKENBACH et al, 2007). Chicon, Mendes and Sá (2011) even described a case in which students with disability were excluded from general physical education classes and had to practice different activities without any clear educational meaning.…”

Section: Introductionmentioning

confidence: 99%

Physical Education Classes and Inclusion of Children With Disability: Brazilian Teachers’ Perspectives

Alves¹,

Storch²,

Harnisch³

et al. 2017

Movimento

View full text Add to dashboard Cite

This study analyzed Physical Education teachers' concept of inclusion and determined positive and negative aspects of inclusion in their classes. Interviews were conducted with 18 Physical Education teachers working in Brazilian public schools. Data collected were examined by content analysis to search for emerging themes. The findings showed that inclusion was understood as participation and learning for all children rather than only for those with disabilities. Team sports were pointed as the main challenge for the inclusion of students with disability. Initial and continuing education programs for teachers need to target effective pedagogical practices to promote inclusion, leading to restructuring Physical Education teachers' training.Resumo: O estudo teve como objetivo analisar o conceito de inclusão dos professores de Educação Física e determinar os aspectos positivos e negativos em suas aulas. Foram realizadas entrevistas com 18 professores de Educação Física que trabalham em escolas públicas brasileiras. Os dados coletados foram analisados utilizando-se o método de análise de conteúdo, em busca de temas emergentes. Os resultados mostraram que a inclusão é compreendida pelos professores como participação e aprendizagem para todas as crianças e não apenas para aqueles com deficiência. Os esportes coletivos foram relatados como o principal desafio para a inclusão de alunos com deficiência. Programas de formação inicial e de capacitação continuada para os professores precisam propor práticas pedagógicas eficazes para promover a inclusão, levando a reestruturação da formação de professores de Educação Física.Resumen: Los objetivos de este estudio fueron analizar concepto de inclusión profesores de educación física 'y determinar los aspectos positivos y negativos de la inclusión en sus clases. Se realizó una entrevista con 18 profesores de educación física que trabaja en las escuelas públicas brasileñas. Los datos recogidos fueron analizados utilizando el método de análisis de contenido, búsqueda de temas emergentes. Los resultados mostraron que la inclusión se entiende como la participación y el aprendizaje de todos los niños y no sólo para las personas con una discapacidad. Los deportes de equipo se informaron como un reto importante para la inclusión de los estudiantes con discapacidad. los programas de educación inicial y continua para los profesores tienen que orientar las prácticas pedagógicas efectivas para promover la inclusión, dando lugar a la reestructuración de la formación de profesores de educación física.

show abstract

Perspectives of Children with Physical Disabilities on Inclusion and Empowerment: Supporting and Limiting Factors

Cited by 96 publications

References 32 publications

An in-Depth Investigation of a Model Sport Program for Athletes with a Physical Disability

An in-Depth Investigation of a Model Sport Program for Athletes with a Physical Disability

Negotiating the discursive spaces of inclusive education: narratives of experience from contemporary Physical Education

Physical Education Classes and Inclusion of Children With Disability: Brazilian Teachers’ Perspectives

Contact Info

Product

Resources

About