The experiences of students without disabilities in inclusive physical education classrooms: a review of literature

Ruscitti, Robert Joseph; Thomas, Scott; Bentley, Danielle C.

doi:10.1080/18377122.2017.1345286

Cited by 17 publications

(22 citation statements)

References 27 publications

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“…Taking into account the annual increase in the number of students with chronic health conditions which are directed to special groups for physical training classes because of their health status, the state of modern physical and recreation activities in universities is the subject of close attention (Konkabaeva, et al, 2016;Ruscitti, et al, 2017). The majority of field scientists share opinions on the ways of effective implementation of the target direction of students with chronic health conditions in physical education.…”

Section: Introductionmentioning

confidence: 99%

Monitoring and Evaluation Component of Test Control System in Physical Education of Students with Chronic Health Conditions

2019

European Journal of Physical Education and Sport

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Ensuring the effectiveness of physical education of students with chronic health conditions is possible only if proper test control system is available. Taking into account the importance of the conclusions that are made in accordance with its results, the questions of objective assessment and correct interpretation of monitoring results acquire a special urgency. Purpose. Theoretical modeling of the monitoring and evaluation component of test control in physical education of students with chronic health conditions. To achieve the goal such methods are used: analysis and synthesis, systematization and generalization of research results of ascertaining and forming stages of the experiment, the theoretical modeling. Results. The principal provisions of the developed model of monitoring and evaluation component of the test of students with chronic health conditions are presented. The practical implementation of the proposed assessment technology provides personal approach in assessing and objectivity of information processing. Novelty and innovation of represented monitoring and evaluation component are based on the integral assessment. At the same time, it provides maximum weighty and detailed information about the individual dynamics of parameters of students' psychophysical condition under the influence of physical education.

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Section: Introductionmentioning

confidence: 99%

Monitoring and Evaluation Component of Test Control System in Physical Education of Students with Chronic Health Conditions

2019

European Journal of Physical Education and Sport

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“…In terms of attitudes towards the integration of SWDs in PE, this theme represents the varying findings across different peer groups. The findings seem to be somewhat consistent, in that female students, younger students, and students with prior structured and recurring exposer to individuals with disabilities seem to have more positive attitudes towards the integration of SWDs in PE than male students, older students, and those lacking exposure to individuals with disabilities (Qi & Ha, 2012;Ruscitti, Thomas, & Bentley, 2017). Ruscitti and colleagues (2017) also found that the adoption of rules and activities might prompt some SWODs to oppose the integration of SWDs in PE.…”

Section: Theme: Varying Attitudes Across Different Peer Groupsmentioning

confidence: 81%

“…In addition, PETs are concerned that SWDs will disrupt the class by misbehaving, not following instructions or not staying on task, and that this will reduce the quality of PE. Ruscitti et al (2017) Student perspective SWODs who are females and those with prior experience of individuals with disabilities might have more positive attitudes towards integration of SWDs in PE. Disability awareness programs can be used to educate about disabilities and facilitate positive attitudes and understanding for the integration of SWDs in PE.…”

Section: Pet Perspectivementioning

confidence: 99%

Perspectives on the integration of students with disabilities in physical education: An umbrella review of reviews published between 2010 and 2020

Fröberg¹

2021

EUJAPA

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Research regarding the integration of students with disabilities in physical education has progressively increased during the last three decades, as has the number of published reviews. The objective of this umbrella review was to synthesise findings from reviews published between 2010 and 2020 to obtain a comprehensive picture of the current literature regarding the integration of students with disabilities in physical education. Search strings were developed and the four electronic databases Educational Research Complete, ERIC, Scopus, and SportDiscus were searched to identify reviews published between January 2010 and January 2020. After removing duplicates, 117 individual documents were screened and reviewed for eligibility, and eight reviews published between 2012 and 2019 were included. These reviews included quantitative, qualitative, and mix methods research. From the reviews, to some degree, SWDs, SWODs and PETs have mixed experiences from and ambiguous attitudes towards the integration of SWDs in PE.

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“…They, perhaps due to the simple fact that they are girls, have often found a "wall" when trying to cooperate with or help Carlos, leading to minimum or poor-quality contact, which does not help in the development of positive attitudes (Keith, Bennetto & Roggey, 2015). It is known that superficial contact in a class may be negative (Schwab, 2017), even jeopardising positive attitudes (Ruscitti, Thomas & Bentley 2017). As a result, contact with the girls does not help to promote positive attitudes.…”

Section: Discussionmentioning

confidence: 99%

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2020

JPES

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The fact of teaching students with disabilities into mainstream schools it is not an easy job. In the area of Physical Education exist different barriers being the attitude of students without disabilities one of the most important. Worrying for this, the aim of this study was to see if the experience of being part of a class with a student with disability leads to positive attitudes towards inclusion. Mixed methodology was used: qualitatively, an observation, a field diary and two interviews and quantitatively, 49 adolescents completed the CAIPE-R questionnaire. The study observes that, while all the students show a positive attitude, the results vary depending on the groups. Study concludes that continuous proximity to a student with disability does not always lead to positive attitudes, and that the characteristics of the student with disability and the relationships generated over time will have an influence on how those attitudes develop.

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The experiences of students without disabilities in inclusive physical education classrooms: a review of literature

Cited by 17 publications

References 27 publications

Monitoring and Evaluation Component of Test Control System in Physical Education of Students with Chronic Health Conditions

Monitoring and Evaluation Component of Test Control System in Physical Education of Students with Chronic Health Conditions

Perspectives on the integration of students with disabilities in physical education: An umbrella review of reviews published between 2010 and 2020

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