ABSTRACT

The purpose of this research was to examine the pedagogical practices that encourage students with severe disabilities’ participation in an elementary physical education program through the lens of ableism. Focus group interviews were conducted with elementary students and semi-structured interviews were conducted with eight educators in the school. Field notes were conducted and documents, including the lesson plan and journal entries were collected. Findings reveal the teacher’s intentional instructional practices fostered students’ engagement with peers and classroom activities. The results of this research augment the literature describing teachers’ orientations and pedagogical innovation that serve the needs of students with disabilities within general physical education settings.

摘要

本研究的目的是从体能主义的角度审视鼓励患有严重残疾的学生参与基础体育课程的教学实践。对小学生进行了焦点小组访谈，并对学校的八名教育工作者进行了半结构化访谈。进行了现场笔记并收集了文件，包括课程计划和日记条目。调查结果显示，教师有意的教学实践促进了学生与同伴和课堂活动的参与。这项研究的结果丰富了描述教师定位和教学创新的文献，以满足普通体育教育环境中残疾学生的需求。