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Handbook of Disability Sport and Exercise Psychology$
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Jeffrey J. Martin

Print publication date: 2017

Print ISBN-13: 9780190638054

Published to Oxford Scholarship Online: October 2017

DOI: 10.1093/oso/9780190638054.001.0001

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Physical Education Teachers

Physical Education Teachers

Chapter:
(p.399) 37 Physical Education Teachers
Source:
Handbook of Disability Sport and Exercise Psychology
Author(s):

Jeffrey J. Martin

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190638054.003.0040

As noted in Chapter 36, children with disabilities have varied experiences in inclusive physical education (PE) settings. The purpose of this chapter is to review the research on inclusive PE teachers and other educators in supporting roles. A fairly robust finding in the adapted PE literature is that many teachers have minimal to zero education in adapted PE and minimal experience teaching adapted PE. As a result, teachers often lack teacher efficacy and feel ill-prepared to teach children with disabilities. Despite teachers’ lack of experience and confidence, many still have positive attitudes toward teaching children with disabilities, although their attitudes are often linked to their perceived competence. Research on support personnel, such as peer tutors, teacher’s aides, and adapted PE specialists, indicates that they have the potential to enrich experiences of children with disabilities. However, their lack of training and challenges compromises their ability to deliver quality adapted PE. Teachers face many significant and daunting challenges to providing children with disabilities quality PE experiences.

Keywords:   physical education, adapted physical education, students, teachers, teachers’ aides, children with disabilities, training

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