dc.contributor.author |
Pocock, Tessa |
|
dc.contributor.author |
Miyahara, Motohide |
|
dc.date.accessioned |
2022-06-15T02:07:42Z |
|
dc.date.available |
2022-06-15T02:07:42Z |
|
dc.date.issued |
2017-12-08 |
|
dc.identifier.citation |
(2017). International Journal of Inclusive Education, 22(7), 1-16. |
|
dc.identifier.issn |
1360-3116 |
|
dc.identifier.uri |
https://hdl.handle.net/2292/59883 |
|
dc.description.abstract |
Inclusive physical education (PE) for students with disability (SWD) evolved in line with ethical requirements and stakeholder morality. While inclusive PE is embraced at a conceptual level and desired at the classroom level, the complexity of successful implementation often remains overlooked in policy and curriculum guidelines. Qualitative studies on inclusive PE are generally small-scale, context-specific and limited in applicability to other settings, while current narrative reviews may indiscriminately select qualitative findings. To overcome existing limitations and extend understanding of world-wide teaching and learning experiences within inclusive PE, we conducted qualitative meta-analysis to systematically synthesise primary qualitative findings into secondary interpretations. First, 7 electronic databases were systematically searched to identify peer-reviewed articles published between 2000 and 2016. Of 672 identified records, 12 met pre-set inclusion criteria. Second, an inductive-deductive hybrid analysis approach revealed two major and eight minor themes. Overall, themes indicated physical educators conceptually embraced inclusive PE with a creative outlook for collaboration, knowledge and support. Cooperative and supportive efforts between physical educators, SWD, parents and teacher aides are valued in creating PE environments that effectively respond to learner diversity. While access to practical teaching guidance remains scarce, this study may contribute to physical educator practice. |
|
dc.language |
en |
|
dc.publisher |
Informa UK Limited |
|
dc.relation.ispartofseries |
International Journal of Inclusive Education |
|
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
|
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
|
dc.subject |
4 Quality Education |
|
dc.subject |
Social Sciences |
|
dc.subject |
Education & Educational Research |
|
dc.subject |
Inclusive education |
|
dc.subject |
physical education |
|
dc.subject |
qualitative meta-analysis |
|
dc.subject |
disability |
|
dc.subject |
TEACHING STUDENTS |
|
dc.subject |
BELIEFS |
|
dc.subject |
METASYNTHESIS |
|
dc.subject |
PERCEPTIONS |
|
dc.subject |
PERSPECTIVE |
|
dc.subject |
BEHAVIORS |
|
dc.subject |
ATTITUDES |
|
dc.subject |
1303 Specialist Studies in Education |
|
dc.subject |
1608 Sociology |
|
dc.title |
Inclusion of students with disability in physical education: a qualitative meta-analysis |
|
dc.type |
Journal Article |
|
dc.identifier.doi |
10.1080/13603116.2017.1412508 |
|
pubs.issue |
7 |
|
pubs.begin-page |
1 |
|
pubs.volume |
22 |
|
dc.date.updated |
2022-05-25T01:31:51Z |
|
dc.rights.holder |
Copyright: The author |
en |
pubs.author-url |
http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000434784400005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=6e41486220adb198d0efde5a3b153e7d |
|
pubs.end-page |
16 |
|
pubs.publication-status |
Published |
|
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
|
pubs.subtype |
Journal |
|
pubs.elements-id |
763126 |
|
pubs.org-id |
Medical and Health Sciences |
|
pubs.org-id |
Nursing |
|
dc.identifier.eissn |
1464-5173 |
|
pubs.record-created-at-source-date |
2022-05-25 |
|
pubs.online-publication-date |
2017-12-08 |
|