Thesis Abstract

Abstract

Children with disabilities often face significant barriers to participation in physical education (PE) programs, hindering their opportunities for physical activity, skill development, and social inclusion. This study aims to explore the challenges and opportunities in designing and implementing inclusive PE programs that cater to the diverse needs of children with disabilities.

The research will employ a qualitative approach, utilizing interviews, focus groups, and observations to gather data from students with disabilities, their parents, PE teachers, and school administrators. The study will investigate the current state of inclusive PE programs, identify barriers to participation and effective inclusion, and explore best practices and innovative strategies for creating inclusive and accessible PE environments.

The findings of this research will contribute to a deeper understanding of the unique needs and challenges faced by children with disabilities in PE settings, as well as provide insights into effective strategies for promoting inclusion, accessibility, and meaningful participation in physical education programs.

Chapter 1 Introduction

Thesis Overview

Chapter 1: Introduction

Background
Physical education (PE) plays a crucial role in promoting physical activity, developing motor skills, and fostering social-emotional well-being among children. However, children with disabilities often face significant barriers to participation and inclusion in PE programs, limiting their access to the numerous benefits these programs offer1. Inclusive PE programs aim to create environments that accommodate the diverse needs and abilities of all students, including those with physical, cognitive, sensory, or developmental disabilities.

Despite the recognized importance of inclusive education, the implementation of truly inclusive PE programs remains a challenge for many schools and educators2. Barriers can include inadequate teacher training, lack of resources and adapted equipment, accessibility issues, and limited understanding of the specific needs and accommodations required for students with disabilities.

Significance of the Study
This study aims to contribute to the understanding of the challenges and opportunities in designing and implementing inclusive PE programs for children with disabilities. By exploring the perspectives and experiences of students, parents, teachers, and administrators, the research will provide valuable insights into the specific barriers to inclusion and the effective strategies for creating inclusive and accessible PE environments.

The findings of this study have the potential to inform the development of inclusive PE programs and support systems that cater to the diverse needs of children with disabilities. By identifying best practices, innovative approaches, and practical solutions, educators and policymakers can create PE curricula and environments that promote meaningful participation, skill development, and social inclusion for all students, regardless of their abilities or disabilities.

Research Objectives
The primary objectives of this study are:

To explore the current state of inclusive PE programs in schools and identify the barriers to effective inclusion of children with disabilities.
To examine the unique needs, challenges, and accommodations required for children with different types of disabilities in PE settings.
To investigate best practices, innovative strategies, and successful models for designing and implementing inclusive PE programs that cater to diverse abilities.
To identify opportunities for professional development, resource allocation, and policy changes to support the implementation of inclusive PE programs in schools.
By addressing these objectives, the study will provide valuable insights into the challenges and opportunities associated with designing inclusive PE programs for children with disabilities, contributing to the development of effective strategies and supportive environments that promote meaningful participation, skill development, and social inclusion for all students.

Footnotes
Qi, J., & Haegele, J. A. (2021). Brief Report: Perceived and Actual Physical Education Opportunities and Barriers in Diverse Classrooms. Adapted Physical Activity Quarterly, 38(1), 141-152. https://doi.org/10.1123/apaq.2020-0003 ?

Haegele, J. A., & Sutherland, S. (2015). Perspectives of students with disabilities toward physical education: A qualitative inquiry review. Quest, 67(3), 255-273. https://doi.org/10.1080/00336297.2015.1050118 ?