ABSTRACT

Paraeducators are foundational to the success of inclusive education programs, yet little is known about how students experience their support over time. The aim of the study was to determine the meaning of the physical and symbolic presence of paraeducator support in physical education across elementary (approximately ages 6–11), middle (ages 12–14), and high school years (ages 15–18) for students experiencing physical impairment. Using an interpretative phenomenological analysis and life story research approach, data were retrospectively gathered as the participants looked back on their school experiences. The thematic analysis of one-on-one semi-structured interviews of five participants (3 women and 2 men), aged 18–30 years (average age 23) generated three themes. The themes were (a) initially I didn’t question their (in)action, (b) over time, their presence created social interaction barriers, and (c) blurred boundaries of friendship, independence, and interdependence. Relational ethics provided the conceptual framework for the study. In elementary school, the participants reflected on their impoverished engagement in physical education as their paraeducators looked on. In early middle school, the physical presence and over protection of paraeducators thwarted social skill development leading to social dependence, distancing the participants from their peers. Toward late middle school, the participants found themselves negotiating relational boundaries to gain independence yet preserve beneficial interdependence. In high school the participants lamented the loss of their paraeducators as valuable communication conduits, leaving them feeling abandoned. The participants recommended that during the elementary years paraeducators provide meaningful strategies for participation. Further, during upper elementary and middle school years, paraeducator support should be discretionary, with students (and parents) determining support requirements, in anticipation of an increasing need for autonomy during high school years.

摘要

助教是全纳教育计划成功的基础，但随着时间的推移，学生如何体验他们的支持却知之甚少。该研究的目的是确定在小学（大约 6-11 岁）、中学（12-14 岁）和高中（15-18 岁）的体育教育中，辅助教育者支持的物理和象征意义的意义对于身体有缺陷的学生。使用解释性现象学分析和生活故事研究方法，当参与者回顾他们的学校经历时，回顾性收集数据。对 18-30 岁（平均年龄 23 岁）的五名参与者（3 名女性和 2 名男性）进行的一对一半结构化访谈的主题分析产生了三个主题。主题是（a）最初我没有质疑他们的（不）行动，（b）随着时间的推移，他们的存在造成了社会互动障碍，并且 (c) 模糊了友谊、独立和相互依赖的界限。关系伦理学为研究提供了概念框架。在小学时，参与者在他们的辅助教育工作者的注视下反思了他们在体育教育中的贫困参与。在中学早期，辅助教育者的物理存在和过度保护阻碍了社会技能的发展，导致社会依赖，使参与者与同龄人疏远。在中学后期，参与者发现自己正在协商关系边界以获得独立，同时保持有益的相互依赖。在高中时，参与者感叹失去了他们的辅助教育者作为宝贵的沟通渠道，让他们感到被遗弃。参与者建议在小学阶段，辅助教育者提供有意义的参与策略。此外，在小学高年级和初中阶段，辅助教育者的支持应该是酌情决定的，学生（和家长）确定支持要求，因为预计高中阶段对自主性的需求会增加。