Articles on Inclusion, Consultation, and Collaboration

3 Articles on Inclusion

 
Inclusion in Physical Education: A Review of Literature

  http://dx.doi.org/10.1080/1034912X.2012.697737

 This article stated that data indicated stakeholders philosophically support inclusive PE, but numerous concerns and different opinions exist. The studies suggested that strategies such as peer tutoring and cooperative learning can provide useful support within inclusive PE. The data indicated that inclusion in PE does not affect the learning outcome of students without disabilities when given support,  using paraprofessionals and adapted PE specialists, or when a solid curriculum is used.

  Stories about Physical Education from Young People with Disabilities

 http://dx.doi.org/10.1080/1034912X.2012.697743

 This article focuses on young people with disabilities and mainstream physical education in England. By drawing on interview data from three young people with disabilities, non-fictional narratives were used to re-present their identities at the intersections of schooling, physical education and disability.

Making Inclusion Work in General Education Classrooms

The article explains how increasing normalcy in students’ lives, all individuals with disabilities should be educated with their peers without disabilities in environments that are inclusive. Having students be fully included in a general education class is important. In this article it spoke about that educating students with disabilities within the general education classroom signals that those students are members within the classroom and school community, but also are valued members within that community. The process of inclusion requires efforts by the whole school community, and should not rest solely on teachers and service para-educators. School leaders, parents, community members, and other specialist related to the student must be involved in the process. In the end, inclusion works well in inclusive schools and communities where everyone communicates with one another on a daily basis

3 Articles on Consultation

Consultation A Practitioner's Guide to Consultation and Problem Solving in Inclusive Settings

This article explains a 5-Stage Consultation Problem Solving Model. A study was done in Singapore at a secondary school, to see the effects of the model on disruptive behaviors. According to the article, “the process and outcomes of our experience provide useful guidelines for both general and special education teachers interested in employing a problem-solving model to address the needs of students with diverse academic and behavioral needs.” The 5 stages for the Consultation Problem Solving Model are, Relationship Building, Problem Identification, Problem Analysis, Program Implementation and Program Evaluation.

Empowering children with special educational needs to speak up: experiences of inclusive physical education.

http://ehis.ebscohost.com/eds/detail?vid=9&sid=64109e88-3ba7-4c0e-bdaa-d9a7821ef1e6%40sessionmgr11&hid=15&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=edb&AN=52231440

This article takes place in England and dives into the fact that the inclusion of children with special educational needs (SEN) has risen up the political agenda since the return of the Labour Government in 1997. It states that there has been increasing numbers of children with SEN being educated within mainstream schools. This study examines the perspectives of children with SEN attending both mainstream and special schools in relation to their experiences of physical education (PE).  Findings demonstrate that children with SEN in both mainstream and special schools enjoy PE, although issues were raised in mainstream schools regarding bullying and the appropriateness of activities in PE lessons. The findings show how children offered suggestions about how to improve PE and make it more beneficial. The findings identify how children are empowered through consultation, and are aware of their needs and abilities

The Consultation Process: Adapted Physical Education Specialists' Perceptions.

The purpose of this article was to examine adapted physical education (APE) specialists' perceptions about consultation as a delivery model for individuals with disabilities. Six APE specialists (4 female, 2 male) from California participated in this phenomenological study. Data came from in-depth individual interviews, field observations, researcher notes, and focus group interactions. Analysis revealed distinct categories related to consultation, competency, training, and consultation model preferences. The use of consultation was more prevalent with middle and high school students. Adapted physical education consultation occurred on a continuum from proximal to distal, dependent on the degree of interaction between the APE specialist, the general education (GE) teacher, and the student. The effectiveness of consultation was dependent upon the GE teacher's attitude and the APE specialist's communication skills and competencies.

 3 Articles on Collaboration

Increasing the Value of Physical Education in Schools and Communities

http://www.aahperd.org/publications/journals/joperd/increase_value_pe_schools_communities.cfm

This article explores the need to improve the status of physical education. It states that physical educators must first continue to promote and implement the curricular and instructional innovations that exist. Second, physical educators should explore ways to develop more community-based support for their programs. Finally, physical educators must work with colleagues from other disciplines to achieve the shared goal of educating students about a healthy lifestyle. This article describes how the Leaders in Academics, Community Engagement and Service programs, have been able to improve the status and value of physical education.

Collaborative Strategies during Transition for Students with Disabilities

http://www.aahperd.org/publications/journals/joperd/collaborativestrategies.cfm

This article explains how the task of empowering students with disabilities to remain physically active after graduation is often a struggle for physical educators. One reason for this is that physical educators are often left out of the transition-planning process. It states that in order to be seen as a key member of the special education team, physical educators need to use the same instructional strategies, theories, and models as special educators. The Taxonomy for Transition Programming is a commonly used model in special education that helps individualized education program (IEP) teams to prepare students for life after high school. This article provides examples of how physical education teachers can collaborate in the transition process. Additional strategies for meeting the needs of students with low-incidence disabilities are also included

A Collaboration for Health and Physical Education in High-Need Schools and Communities

http://www.aahperd.org/publications/journals/joperd/abstract_highneedsschools.cfm

. This article is directed primarily to teacher educators interested in improving PE teaching and programs for students in high-need schools, whether they are located in urban centers or in suburban areas. The purpose of this article is to describe why and how one group of PE teacher educators is addressing this need.