Document Type

Article

Publication Date

2022

DOI

10.1007/s10882-022-09852-x

Publication Title

Journal of Developmental and Physical Disabilities

Volume

Article in Press

Pages

1-21

Abstract

This study examined how students with orthopedic impairments experienced strategies identified in the literature to support ‘inclusion’. An interpretative phenomenological analysis research approach was used, and six students with orthopedic impairments (age 10–14 years) served as participants. Data sources were written prompts, semi-structured, audiotaped interviews, and reflective interview notes. Based on thematic data analysis, four themes were constructed: “It’s kind of embarrassing”: experiences with support; “I don’t want to be different”: equipment, activity, and rule modifications; “I like to be a part of the conversation”: autonomy and choice in PE; and “I would rather be like the other students”: discussing disability. The experiences portrayed through these themes highlighted the differential effects of these explicated strategies, where each strategy contributed to feelings of inclusion, as well as marginalization among participants. As such, the findings indicated that ‘inclusive’ strategies should not be considered as blanket recommendations; instead, attempts to promote ‘inclusion’ of students with disabilities should start with a reflexive look at the unique needs of each individual student.

Rights

This article is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original authors and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

Data Availability

Article states: Due to privacy restrictions, data are not available beyond the direct quotations included within this manuscript.

Original Publication Citation

Holland, K., Haegele, J. A., Zhu, X., & Bobzien, J. (2022). “Everybody wants to be included”: Experiences with ‘inclusive’ strategies in physical education. Journal of Developmental and Physical Disabilities. https://doi.org/10.1007/s10882-022-09852-x

ORCID

0000-0002-8580-4782 (Haegele), 0000-0002-5048-3464 (Zhu)

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