Using Peer-Mediated Instructions for Students With Severe and Multiple Disabilities in Inclusive Physical Education: A Multiple Case Study

Kļaviņa, Aija

doi:10.5507/euj.2008.005

Cited by 23 publications

(26 citation statements)

References 21 publications

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“…Peer tutoring seems to be well developed and highly successful element of support in physical education (Block et al, 2001, Klavina andBlock, 2008). With correct training of the peer tutor students, it is evident that students with different types and severity of disabilities can be included in GPE (Block et al, 2001;Lieberman et al, 2000;Klavina, 2008). Other programmes available to help build awareness, understanding and cooperation between students are the Paralympic School Day, Awareness Days and Special Olympics Unified Games.…”

Section: Discussionmentioning

confidence: 99%

“…Most recently Klavina (2008) studied the effect of peer-mediated and teacher-directed instructions on the activity engagement time of students with severe and multiple disabilities (SMD). She studied inclusive GPE sessions under two kinds of instructional support conditions for three students with SMD: (a) teacher-directed, and (b) peer-mediated.…”

Section: Review Of Studies In Inclusive Physical Educationmentioning

confidence: 99%

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A Contemporary Review of English Language Literature on Inclusion of Students With Disabilities in Physical Education: A European Perspective

O’Brien¹,

Kudláček²,

Howe³

2009

EUJAPA

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The state of inclusion for students with disabilities in general physical education (GPE) varies across European countries. In many countries inclusive physical education is still a developing practice. The purpose of this review of literature published in English is to highlight current debates surrounding the inclusion of students with disabilities in physical education, in hope that there might be a degree of consensus of opinion surrounding the facilitation of inclusive practices within Europe. This review covers an eight year period commencing in early 2000. A total of twenty seven articles are highlighted in this review using the Theoretical Model for the Study of Classroom Teaching (Dunkin & Biddle, 1974) which suggests that study of teaching and learning involve four variables: presage (teacher), context (students), process (interaction) and product. The ultimate aim of this review is to use recent publications in the field of APA to highlight a need for the establishment of professional guidelines for successful implementation of good practice within GPE throughout Europe.

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Section: Discussionmentioning

confidence: 99%

Section: Review Of Studies In Inclusive Physical Educationmentioning

confidence: 99%

A Contemporary Review of English Language Literature on Inclusion of Students With Disabilities in Physical Education: A European Perspective

O’Brien¹,

Kudláček²,

Howe³

2009

EUJAPA

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“…A significant portion of this research was designed to identify the variables associated with the teachers' positive and negative attitudes. With regard to teacher-related variables, favourable attitudes were associated with female teachers (Conatser et al, 2000;Meegan & MacPhail, 2006), those who had more experience with students with disabilities (Block & Rizzo, 1995;Rizzo & Vispoel, 1991;Tripp & Rizzo, 2006), those who had more academic preparation (Block & Rizzo, 1995;Klavina, 2008;Tripp & Rizzo, 2006), and those with higher perceived competence (Block & Rizzo, 1995;Conatser et al, 2002;Obrusnikova, 2008;Rizzo & Vispoel, 1991;Tripp & Rizzo, 2006). Moreover, the type of disability influenced the attitudes of teachers.…”

Section: Inservice Teachersmentioning

confidence: 99%

“…For example, several studies have used a quasiexperimental approach to examine the use of peer tutoring for facilitating inclusion in PE (e.g., Klavina, 2008;Klavina & Block, 2008;Wiskochil, Lieberman, Houston-Wilson, & Petersen, 2007). These studies are broader in scope and in their perspectives than their predecessors.…”

Section: Introductionmentioning

confidence: 99%

Inclusion in Physical Education: A review of literature

2012

International Journal of Disability, Development and Education

169

116

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The purpose of this review was to analyse empirical studies on inclusion in physical education (PE) over the past 20 years and then propose recommendations for future research. A systematic process was used to search the literature for this review. First, a total of 75 research-based articles from computerised education databases were included in this review. Second, the publication descriptor data were summarised and analysed according to the geographic distribution, study period, research theme, and research method. Results showed that the number of studies on inclusive PE increased in the past 20 years, and most of these studies were contributed by authors in developed countries. Quantitative methods were the major research method employed in the reviewed studies. Third, we performed a content analysis on the descriptive data and identified three recurring themes from the empirical research. These included: stakeholder (e.g., teachers and parents) perspectives of inclusive PE, effective inclusive practices, and the impacts of inclusion on students with and without disabilities. Of the 75 studies reviewed, 49 (65%) focused on stakeholder perspectives on inclusive PE. The data indicated that stakeholders philosophically support inclusive PE, but numerous concerns and different opinions exist. Only 12 (16%) studies examined the effects of different inclusive strategies. The studies suggested that strategies such as peer tutoring and cooperative learning can provide useful support within inclusive PE. A total of 14 (19%) studies focused on the effect of inclusion on students with and without disabilities. The data indicated that inclusion in PE does not affect the learning outcome of students without disabilities when given support (e.g., using paraprofessionals and adapted PE specialists) or when a solid curriculum is used. However, students with disabilities experienced less motor engagement than their peers without disabilities. The findings of these studies also indicated that although students with disabilities can gain benefits from social interactions in inclusive PE, social isolation of students with disabilities also exists. In conclusion, this review has enhanced our knowledge of the type of studies undertaken in the field of inclusive PE for students with disabilities and some of the outcomes for these students.

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“…Inclusion of students with physical disabilities has been reported as successful and meaningful option of their education (Block, 2007;Block & Obrusnikova, 2007;Klavina, 2008;Obrusníková, Válková & Block, 2003;Sherrill, 2004). On the other hand there seem to be multiple problems associated with inclusive physical education.…”

Section: Introductionmentioning

confidence: 99%

The State of Inclusion of Students With Physical Disabilities in General Physical Education in Prague and Central Bohemian Region

Rybová¹,

Kudláček²

2013

EUJAPA

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Inclusion of students with physical disabilities in general schools in the Czech Republic has become widespread educational policy. On the other hand inclusion of these students in general physical education is often overlooked or underestimated. In order to understand this phenomenon in the Czech Republic we must conduct series of survey studies, this being one of them. The purpose of this study was to describe State of Inclusion of Students with Physical Disabilities in General Physical Education in Prague and Central Bohemian region. We used the descriptive study based on survey, which took part in schools with integrated pupils with disability in Prague and also in Central Bohemian region. Participants are teachers of included children. Questions in the survey were focused on experiences of the teachers with inclusive physical education (PE), especially what helps during inclusion and what kind of assistance or advice they would need (education, personal support etc.).Total number of surveys we distributed was 95 and we get 60 of them back. These were used for further processing and the resulting statistics. Total file research respondents were teachers of 29 boys and 31 girls who were in age from 7-21 years. All of respondents were teaching in schools in Prague or Central Bohemian Region. The largest percentage of the total number of children participating in PE lessons is pupils with mild physical disabilities (64 %). The most common problems are based on the severity of students' disabilities. Other fundamental problems in inclusion of children to the PE lessons are: (a) the lack of teaching assistants (40 %), (b) special equipment (35 %) and (c) the lack of knowledge (12 %) of teachers in the field of APA.

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Using Peer-Mediated Instructions for Students With Severe and Multiple Disabilities in Inclusive Physical Education: A Multiple Case Study

Cited by 23 publications

References 21 publications

A Contemporary Review of English Language Literature on Inclusion of Students With Disabilities in Physical Education: A European Perspective

A Contemporary Review of English Language Literature on Inclusion of Students With Disabilities in Physical Education: A European Perspective

Inclusion in Physical Education: A review of literature

The State of Inclusion of Students With Physical Disabilities in General Physical Education in Prague and Central Bohemian Region

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