Inclusion in physical education: a review of the literature from 1995-2005.
The purpose of the review is to critically analyze English-written research articles pertaining to inclusion of students with disabilities in physical education published in professional journals both within and outside of the United States from 1995-2005. Each study included in this review had to meet seven a priori criteria. Findings of the 38 selected studies were divided into six focus areas: (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, and (f) training and attitudes of GPE teachers. Recommendations for future practice and research are embedded throughout the article.
Block
Martin E
ME
Kinesiology Program, University of Virginia, Charlottesville, VA, USA. meb7@virginia.edu
Obrusnikova
Iva
I
D000293:Adolescent; D001290:Attitude; D002648:Child; D019988:Children with Disabilities / Q000193:education*; D005178:Faculty; D006801:Humans; D007398:Interpersonal Relations; D008282:Mainstreaming, Education / Q000639:trends*; D010379:Peer Group; D010806:Physical Education and Training / Q000639:trends*