Michelle Grenier

Inclusion in Physical Education: From the Medical Model to Social Constructionism

The purpose of this discussion is to explore assumptions that have informed constructions of disability and to challenge these as socially constituted judgments that influence the way teachers think and act in general physical education. A secondary purpose is to introduce social constructionism as a discourse that potentially reshapes constructions of disability by highlighting the relational activity between teachers and students. Using this framework, it becomes possible to consider the cultural construction of disability as informing actions that in many cases, further disable students with disabilities. A relevant question here becomes, what are our expectations, and how did we come to hold them? The article concludes with suggested practices that identify competence and context as central features of instruction in which meaningful actions are possible for students with disabilities.

Moving to inclusion: a socio‐cultural analysis of practice

Difference, like nature, calls forth possibilities for developing transformative relationships. According to Keller in 1985, ‘Difference thus invites a form of engagement and understanding that allows for the preservation of the individual. Self and other survive in a structural integrity?’ Moving towards inclusion requires that we consider teaching as relational where resources for joint actions emerge, promoting an awareness of possibility rather than an adherence to limitation. In this paper, I will argue that disability is a way of seeing the world via the social and cultural constructions that prioritise values and bias actions. My intent is that it furthers the on‐going inclusion debate, which at times has polarised positions into the non‐inclusion/inclusion camps. A social constructionist lens will be used to examine the underlying assumptions, beliefs, and resultant practices that describe how educators and students negotiate inclusive practices. As a complimentary focus, the medical and social models will highlight the discourses that inform teaching and learning. Finally, a social–relational model will be introduced as an alternative for conceptualising inclusion.

Cooperative Learning that Includes Students with Disabilities

Abstract An effective teaching strategy, cooperative learning promotes student interaction, benefiting students with and without disabilities.

Physical Activity, Screen-Time Behavior, and Obesity Among 13-Year Olds in Ireland with and without Autism Spectrum Disorder.

The primary purposes of this study were to compare (a) physical activity participation, screen-time habits, obesity, and (b) reported reasons for lack of participation in sport, between a nationally representative sample of Irish children with and without autism spectrum disorder (ASD). Participation in moderate to vigorous activity, light activity, and sports was significantly lower among the group with ASD. On examination of screen time variables, no significant differences were seen between groups. However, time spent watching TV was higher among children with ASD. Overweight or obese status was more prevalent among the group with ASD (34.4 vs. 24.7 %). The findings are discussed in relation to international statistics on youth physical activity, screen-time, and weight status, and recommendations are provided for future research.

An interdisciplinary view and analysis of "constructivism" in kinesiology.

Discussions related to constructivist learning theories have become more prevalent within various subdisciplines of Kinesiology. This discourse, however, has typically been placed within the context of K-12 education. The purpose of this article is to examine constructivist theories (cognitive and social constructivism and situated learning theory) within the context of higher education. We first place “constructivism” within the context of education in general, and then examine through relevant literature its uses within kinesiology. We then describe examples of “constructivist” pedagogy and learning within our program and higher education in general. Ultimately we urge further discourse related to constructivist learning theories within higher education subdiscipline fields in Kinesiology.

The Benefits of Implementing Disability Sports in Physical Education: A Model for Success.

(2012). The Benefits of Implementing Disability Sports in Physical Education. Journal of Physical Education, Recreation & Dance: Vol. 83, No. 4, pp. 23-27.

Previewing: A Successful Strategy for Students with Autism

JOPERD • Volume 82 No. 1 • January 2011 C hildren with autism spectrum disorders (ASD) are the fastest-growing population of students with disabilities (Autism Society of America, 2003). Recent legislation, including the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, continues to recommend inclusion in the general education classroom (including physical education). In part, this is due to gains in social competencies associated with prosocial and proacademic behaviors that can have a direct impact on the physical activity behaviors of students with ASD (Fisher & Meyer, 2002; Goodman & Williams, 2007). This article focuses on the effectiveness of “previewing” for students with ASD in general physical education classes. Previewing involves the introduction of social or motor skills that will be practiced before the student arrives at class. One of the primary goals of previewing is to reduce the amount of anxiety experienced by the student with ASD. Familiarizing the student with upcoming events makes the gymnasium a less threatening place and supports the student’s social development. The following scenario is presented to illustrate previewing and the valuable effects it can have. In the scenario, “morning meeting” is used to introduce David to the physical education skills that will be presented later in the day. This scheduled, routine classroom event also promotes a positive relationship between David and his physical education teacher, which helps to make physical education a safer, more secure environment.

Including Students with Down Syndrome in Adventure Programming.

JOPERD • Volume 79 No. 1 • January 2008 I t is not uncommon to walk into a gymnasium and see a student with Down syndrome (DS) interacting freely with his or her peers. Approximately one out of every 1,000 children in the United States is born with DS, making them one of the largest school populations (Roizen, 2002). Often described as friendly and engaging, students with DS score high on measures of social competence and show strength in visual-motor skills, enabling them to interact with and feel like a part of their learning environment (Begley, 1999; Rosner, Hodapp, Fideler, Sagun, & Dykerns, 2004). Focusing on constructive, competent behaviors helps students with DS to gain a sense of mastery within the social fabric of the school. Social skills facilitate adaptive behaviors, which include self-direction and goal setting, interpersonal relationships, and the practical skills needed for staying safe (Batshaw & Shapiro, 2002). The extent to which a student with DS is effectively included in the gymnasium is infl uenced by a number of key factors that relate to both the teacher and the student (Suomi, Collier, & Brown, 2003). Inclusion is more likely to be successful when the teacher is invested in the student’s learning experiences and it responsive to the student’s skills. Student success is also affected by his or her ability to communicate with peers, read social cues, and problem-solve. When interactions are structured in such a way that students actively engage with their peers, students come to understand individual differences and how best to communicate with their classmates. One curriculum that physical educators can use to promote positive social skills between students with DS and their peers is adventure programming.

Post-Lesson Observation Conferencing of University Supervisors and Physical Education Teacher Education Students

The purpose of our descriptive study was to examine post-lesson observation conferencing discourse between university supervisors (USs) and physical education teacher education students (PTs). Three USs completed a questionnaire related to demographic information and their perceptions of their role as a supervisor. These USs then audio-recorded post-lesson observation conferences that they held with their PTs. A total of 54 conferences were audio-recorded and transcribed for analysis. Results revealed that the USs believed in a collaborative approach to supervision and that is what occurred as PTs spoke slightly more than USs. Of all of the idea units spoken by USs, 31% of them were questions. USs had far more higher order questions and offerings than they did lower order ones. PTs also had far more higher order offerings than ones of lower order.

50 Million Strong for All: Universally Designing CSPAPs to Align with APE Best Practices

Many children in the United States fail to meet the national recommendations for daily moderate-to-vigorous physical activity (MVPA). However, children with disabilities are more sedentary than their typically developed peers. Comprehensive school physical activity programming (CSPAP) is a whole-of-school approach to provide children with opportunities to participate in 60 minutes of daily MVPA. Meeting daily MVPA requirements is central to SHAPE Americas 50 Million Strong by 2029 vision, which seeks to meet its goal by reducing diseases associated with sedentary behavior. Given the well-documented health-related fitness benefits of achieving 60 minutes of daily MVPA, it is imperative that all children, including those with disabilities, have access to programs like CSPAPs. Universal design for learning (UDL) is evidence based and ensures the inclusion of all children. The purpose of this article is to operationalize UDL in the context of CSPAPs so that all physical education professionals can collaborate to create a universally designed CSPAP that is inclusive for all.