Physical education (PE) has long been neglected throughout the individualized education programme (IEP) process. Parents often feel unprepared to advocate for PE services within the IEP process. Aim: Thus, the purpose of this study was to outline the development of an advocacy checklist to help parents address PE within the IEP process and to examine parents’ experiences discussing PE during IEP meetings. A qualitative descriptive approach was used to drive interviews that were conducted with seven parents of children with visual impairments (VI). Three interrelated themes were constructed using an inductive category development approach: (1) ‘It’s [PE] basically a check mark, It’s, he was there. He didn’t go to sleep’, (2) ‘I’d say it’s [PE] one of our most important pieces… we believe in as a family’ and (3) ‘This is a perfect checklist of what they [IEP team] need to be going over’. The current study revealed multiple barriers that intervene with appropriate documentation of PE services during the IEP meeting. As voiced by the parents in this study, the checklist outlined in this study offers a practical and user-friendly PE advocacy checklist to guide all parties on the IEP team towards making informed decisions regarding these services.

中文翻译：

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在 IEP 会议期间讨论适应性体育教育：第一手家长经验和支持工具

长期以来，在个性化教育计划 (IEP) 过程中，体育 (PE) 一直被忽视。家长常常觉得没有准备好在 IEP 过程中倡导体育服务。目的：因此，本研究的目的是概述倡导清单的制定，以帮助家长在 IEP 过程中解决 PE，并检查家长在 IEP 会议期间讨论 PE 的经验。使用定性描述方法来推动对 7 名视力障碍儿童 (VI) 的父母进行的访谈。使用归纳类别开发方法构建了三个相互关联的主题：(1) 'It's [PE] 基本上是一个复选标记，It's, he was there。他没有去睡觉'，(2) '我想说这是 [PE] 我们最重要的部分之一......我们相信作为一个家庭'和 (3)'这是他们 [IEP 团队] 需要完成的完美清单。当前的研究揭示了在 IEP 会议期间对 PE 服务的适当记录进行干预的多个障碍。正如本研究中的家长所说，本研究中概述的清单提供了实用且用户友好的 PE 倡导清单，以指导 IEP 团队中的所有各方就这些服务做出明智的决定。