Abstract
ABSTRACT The purpose of this study was to analyze faculty selections of course content in introductory-adapted physical education courses syllabi pertaining to content on inclusion at three universities in Chile. In this content analysis, course syllabi from three different Chilean physical education teacher education programs were analyzed. From the course syllabi, we analyzed: (a) selected content, (b) disability-specific content, (c) evaluations selected, and (d) bibliographical sources. Overall, the findings of this content analysis reveal several approaches that might influence the professional preparation of future physical educators in teaching students with disabilities in Chilean schools. We concluded the need to increase course content and critical discussions devoted to inclusion in physical education in Chile. Additionally, there is a need to incorporate the views and opinions of persons with disabilities to inform future content that is relevant and appropriate.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Kinesiology in Higher Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
