The voices of students with disabilities: Are they informing inclusive physical education practice?

Abstract

Inclusion has been defined as ‘a place where everyone belongs, is accepted, supports and is supported by his or her peers’ (Stainback and Stainback 1990: 3) and has been a prominent ideology in western education since the 1980s. Research on inclusive physical education has increased significantly in the past ten years over the previous ten. A review by Block and Vogler in 1994 found only ten studies that focused specifically on students with disabilities in general physical education.1 A review of the literature from 1995-2005 (Block and Obrusnikova 2007) revealed 38 studies focusing on students with disabilities in general physical education in six areas of focus: (a) support, (b) affects on peers without disabilities, (c) attitudes and intentions of children without disabilities, (d) social interactions, (e) ALT-PE of students with disabilities (Academic Learning Time-Physical Education) and (f) training and attitudes of general physical education teachers. Of the 38 articles reviewed, only five reported the actual experiences of students with disabilities.