| 1. |
- Arnell, Susann, 1971-, et al.
(author)
-
Experiences of stakeholder collaboration when promoting participation in physical activity among adolescents with autism spectrum disorder
- 2022
-
In: Disability and Rehabilitation. - : Informa Healthcare. - 0963-8288 .- 1464-5165. ; 44:9, s. 1728-1736
-
Journal article (peer-reviewed)abstract
- PURPOSE: Various stakeholders contribute to the development of healthy physical activity habits in adolescents with autism spectrum disorder (ASD). Parents and stakeholders seek collaborative actions but little is still known about such efforts. The purpose of this study was thus to explore how professionals from different services experience stakeholder collaboration when promoting participation in physical activity for these adolescents.METHOD: Five focus group discussions were held with 17 professionals from education, health care, community, and sports organizations, engaged in the promotion of physical activity in adolescents with ASD. The data were analyzed with qualitative content analysis.RESULTS: . The professionals though experienced that this collaboration was hampered by the low priority given to physical activity issues within different organizations, by limited resources, lack of knowledge, and unclear roles.CONCLUSIONS: Notwithstanding the professionals' different roles, all agreed that physical activity issues need to be prioritized and that each stakeholder needs to acknowledge the shared responsibility of collaboration. However, more clear routines for collaboration that include joined efforts but also highlight the organization-specific responsibilities might enhance the collaborative efforts.In-depth understanding of both the adolescents' needs and the environments in which physical activity is promoted is required if participation in physical activity among adolescents with ASD is to be enhanced.Families and professionals within different organizations need to be supported to collaborate when mapping and meeting the adolescents' physical activity needs.Issues regarding developing physical activity habits need to be prioritized.Professionals, such as education, health, and community professionals who are important for the promotion of healthy physical activity habits need to be included in multi-stakeholder meetings.
|
|
| 2. |
- Arnell, Susann, 1971-, et al.
(author)
-
Feasibility of Using Q-Sort to Map Conditional Participation in Physical Activity in Adolescents With Autism Spectrum Disorder
- 2023
-
In: Adapted Physical Activity Quarterly. - : Human Kinetics. - 0736-5829 .- 1543-2777. ; 40:1, s. 63-85
-
Journal article (peer-reviewed)abstract
- BACKGROUND: Participation in physical activity among adolescents with autism is often conditional. However, there is a lack of methods for identifying these specific conditions. Therefore, the purpose of this study was to develop and investigate the feasibility of a Q-sort tool to map individual-specific conditions for participation in physical activity among adolescents with autism and to identify different viewpoints regarding conditions for such participation.METHOD: An exploratory mixed-methods design was employed to investigate the feasibility of using Q methodology and the Q-sort procedure to identify what individual-specific conditions are important for participation in physical activity for adolescents with autism.RESULTS: The adolescents ranked the statements with varying levels of ease. Two viewpoints were identified: Autonomous participation without surprises and Enjoyment of activity in a safe social context.CONCLUSION: Q-sort is a feasible method for mapping conditions for participation, which can guide the development of tailored physical activity interventions.
|
|
| 3. |
- Arnell, Susann, 1971-, et al.
(author)
-
Parents’ perceptions and concerns about physical activity participation among adolescents with autism spectrum disorder
- 2020
-
In: Autism. - : Sage Publications. - 1362-3613 .- 1461-7005. ; 24:8, s. 2243-2255
-
Journal article (peer-reviewed)abstract
- The parents of adolescents with autism spectrum disorder have a vital and proactive role in encouraging healthy physical activity habits, and they possess important knowledge about the adolescents’ needs when it comes to enhancing participation in physical activity. But promoting healthy physical activity habits in adolescents can be difficult. The purpose of this study was thus to describe parents’ perceptions of their adolescent child’s participation in physical activity and to describe the parental role in promoting such participation. Twenty-eight parents of adolescents aged 12–16 years with autism spectrum disorder were interviewed. The interviews were analyzed using an inductive content analysis approach. The parents described how challenging participation in physical activities could be for their adolescents. Despite this, they wanted to see their children participate more in physical activity but found the promotion of physical activity to be an overwhelming task that was difficult to cope with on their own. The results reveal a need for support and collaborative efforts among different actors to give these issues increased priority in order to promote the adolescents’ physical activity participation.
|
|
| 4. |
- Arnell, Susann, 1971-, et al.
(author)
-
Participation in physical activities : a multilevel challenge for adolescents with autism spectrum disorders
- 2017
-
In: Developmental Medicine & Child Neurology. - : Wiley. - 0012-1622 .- 1469-8749. ; 59:S2, s. 8-8
-
Conference paper (other academic/artistic)abstract
- Introduction: Physical inactivity is one of the biggest current public health problems. Few adolescents with autism spectrum disorder (ASD) achieve the recommendation of daily physical activity (PA). The reasons for not being physically active depend on several complex factors, yet not comprehensively described from the adolescents’point of view. The absence of their perspective means that intervention strategies for health enhancing physical activity may not encompass the experiences of the adolescents themselves. Therefore the purpose of this study was to develop an understanding of the perceptions, experiences and reflections of adolescents with ASDs’participation in PA.Participants and methods: Twenty-four adolescents, diagnosed with ASD without a co-occurring intellectual disability, aged 12-16 years, participated in the study.Data was collected using qualitative interviews and inductively analyzed using qualitative content analysis.Results: Adolescents with ASD were a heterogeneous group in regard to their current PA habits and preferences. Their willingness to participate in PA was conditioned regarding; what, where, when and with whom. They described challenges in the activity and the social context during PA, especially during the mandatory physical education. Perceived demands, freedom of choice, physical ability and sense of control affected their PA participation.Conclusion: Findings indicate that the adolescents’willingness to participate was associated with interacting and individual-related conditions, which can be misinterpreted as unwillingness to participate in PA. Thus aspects of autonomy and knowledge about individual conditions and needs have to be recognized when intervention strategies for health enhancing physical activities are planned for this population.
|
|
| 5. |
|
|
| 6. |
- Arnell, Susann, 1971-
(author)
-
Participation in physical activity among adolescents with autism spectrum disorder : the perspectives of adolescents, parents and professionals
- 2022
-
Doctoral thesis (other academic/artistic)abstract
- Findings from previous research show generally lower levels of physical activity (PA) among adolescents with autism spectrum disorder (ASD). The reasons for the low PA participation are complex and depend on several factors, often described as barriers to PA. However, the overall picture concerning participation in PA among adolescents with ASD remains incomplete, as it lacks the adolescents’ own perspectives. The mission to promote healthy PA habits is shared by several actors, including the family or parents and the education, health and municipal services. In order to understand and comprehensively describe these adolescents’ PA participation, different PA contexts and perspectives need to be included. The overall aim of this thesis was therefore to study participation in PA among adolescents with ASD from the adolescents’ (study I), parents’ (study II) and professionals’ (study III) perspectives. The findings from study I showed a conditional participation behaviour in PA among adolescents with ASD. In studies II and III, the results revealed a need to give PA issues increased priority and support through collaborative efforts. Complementary roles are needed to promote participation in PA. In study IV, the feasibility of using a Q-sort tool to map conditions for participation in PA was investigated. The results showed that Q-sort is a feasible method that can be used to offer tailored support according to the adolescents’ individual-specific conditions for participation. In conclusion, a condition-controlled behaviour when participating in PA was described in all four studies. When promoting participation in PA, these individual-specific conditions for participation need to be recognized and tailored support offered.
|
|
| 7. |
- Arnell, Susann, 1971-, et al.
(author)
-
Perceptions of Physical Acitivty Participation Among Adolescents with Autism Spectrum Disorders: A Conceptual Model of Conditional Participation
- 2018
-
In: Journal of autism and developmental disorders. - New York, NY, USA : Springer Science and Business Media LLC. - 0162-3257 .- 1573-3432. ; 48:5, s. 1792-1802
-
Journal article (peer-reviewed)abstract
- Adolescents with an autism spectrum disorder (ASD) are less physically active compared to typically developing peers. The reasons for not being physically active are complex and depend on several factors, which have not been comprehensively described from the adolescent’s perspective. Therefore, the aim was to describe how adolescents with an ASD perceive, experience and reflect on their participation in physical activity. Interviews with 24 adolescents diagnosed with high-functioning ASD, aged 12–16 years, were analysed with qualitative content analysis with an inductive approach. They expressed a variety of reasons determining their willingness to participate, which were conceptualized as: Conditional participation in physical activities. The present study presents an alternative perspective on participation in physical activity, with impact on intervention design.
|
|
| 8. |
- Geidne, Susanna, 1975-, et al.
(author)
-
How can sport clubs for non-disabled youth include children and adolescents with disabilities?
- 2015
-
Conference paper (peer-reviewed)abstract
- Severe obesity and a sedentary leisure-time are more common among young people and adults with disabilities than in the rest of the population. Young people with disabilities participate in sports to a lesser extent than other adolescents. That physical activity has positive effects on children and adolescents, such as reduced risk of diabetes, overweight and obesity, anxiety and depression are understood. The positive effects of participation in organized sport and physical activity are at least as great for children and young people with disabilities as children and young people without disabilities. One of the most important tasks of various actors is to find ways to increase physical activity and the health of children and youth with disabilities. Sports clubs are identified as potential and attractive environments for physical activity, but also for social and mental health. The reasons why children and young people with disabilities participate to a lower extent in organized sport is complex and barriers can be deriving from many different levels. However, barriers have been studied more than what can facilitate participation in organized sport. Therefor the aim of this study is to present the first results from a systematic international and scientific literature review of how sport clubs for non-disabled youth can include children and adolescents with disabilities in their activities.Articles (with inclusion criteria of studies focusing on children and adolescents, disability, physical activity, engagement in organized sports, inclusive sport settings) from a 20 years period were selected. Studies with topics that concerned physical education, medical, physical activity without an organized sport agenda, elite sport or equipment issues were excluded. The results will focus on which type of sport, target group and countries the examples are from, but foremost on how sport clubs for non-disabled youth actually do to include children and adolescents with disabilities in their activities.It is essential to establish a knowledge base for effective interventions towards the target group at hand. If more children and youth with disabilities participate in organized sports several positive health benefits can be achieved.
|
|
| 9. |
- Geidne, Susanna, 1975-, et al.
(author)
-
How sports clubs include children and adolescents with disabilities in their activities. A systematic search of peer-reviewed articles
- 2016
-
In: Sport Science Review. - Bucharest, Romania : Institutul National de Cercetare Pentru Sport. - 2066-8732 .- 2069-7244. ; XXV:1-2, s. 29-52
-
Research review (peer-reviewed)abstract
- Young people with disabilities participate in sports to a lesser extent than other adolescents. That physical activity has positive effects on young people are understood. Sports clubs are identified as potential environments for physical activity. The reasons why young people with disabilities participate to a lower extent in organized sport is complex and barriers can be deriving from many different levels. However, barriers have been studied more than what can facilitate participation in organized sport. Therefor the aim of this study is to increase the understanding of how sports clubs include children and adolescents with disabilities in their activities. The results of this systematic search are presented using the three research questions: What are the characteristics of the sports clubs that include young people with disabilities?; How are the young people with disabilities included in sports clubs’ activities?; and finally Why are young people with disabilities included in the sports activities?. A vision must be to go from adapting physical activity for disabled persons to adapting physical activity for all people, because the diversity of people’s reasons for doing sports, their differing backgrounds and their uniqueness all demand it. This will result in more people doing sports for longer in life.
|
|
| 10. |
- Geidne, Susanna, Docent, 1975-, et al.
(author)
-
Jämlik idrott och funktionsnedsättningar
- 2019
-
In: Idrotten och (o)jämlikheten. - Stockholm : Centrum för idrottsforskning. - 9789198405040 ; , s. 133-148
-
Book chapter (pop. science, debate, etc.)abstract
- Hur kan föreningsidrotten passa alla oavsett förutsättningar? Forskning visar att föreningar måste bli bättre på att anpassa ordinarie aktiviteter, snarare än att skilja grupper åt. En jämlik idrottsrörelse kräver en mångfald av aktiviteter - alla vinner på att all organiserad idrott inte ser likadan ut.
|
|
| 11. |
- Geidne, Susanna, et al.
(author)
-
Sports clubs and young people with disabilities - a matter of equality?
- 2019
-
Conference paper (peer-reviewed)abstract
- Movement and physical activity is one of the largest public health challenges of our time. A setting that is particularly suitable for promoting physical activity is sports clubs, which are the main setting for leisure time activities in many countries. Sports club activities have the apparent potential to promote health in a comprehensive way and to contribute to overall physical activity levels, psychosocial health as well as healthy behaviors. From an equality perspective, it is therefore worrisome that young people with disabilities participate to lesser extent than other adolescents. Research in this field have mostly focused on consequences and barriers for young people who not participate in sports. Strategies for participation and especially from an equality perspective have been studied less. This study aims to explore how young people with disabilities are involved in sports clubs and how this can be understood within a framework of equality. Methods: this empirical study from Sweden builds on four focus groups including up to five participants from regional sports federations and sports clubs in two Swedish regions. The interviews are analyzed with conceptual pairs such as equality/equity, equality/inequality, inclusion/integration, adapt sport/adapt child and prerequisites/barriers for equality. Results: results are presented about how equality is regarded concerning this target group as well as prerequisites and barriers for equality. Conclusions: it can be concluded that even though young people with disabilities hardly is a homogenous group some overall conclusions can be drawn. A solution is to go from adapting sport for disabled persons to adapting sport for all people. Sports have to be adapted to the participants, not the other way around. Equality in sport implies diversity. Diverse sport, organized differently will lead to more people doing sports for longer in life, which will benefit everyone, both individually and at the societal level. Funding: the study is funded by the Swedish research council for sport science.
|
|
| 12. |
|
|
| 13. |
|
|
| 14. |
- Jerlinder, Kajsa, 1976-, et al.
(author)
-
Cooperation directed learning in inclusive physical education
- 2013
-
In: NNDR – 12th Research Conference, May 30–31, 2013 in Turku, Finland<em> </em>. ; , s. 97-97
-
Conference paper (peer-reviewed)abstract
- In this study the implementation of cooperation directed learning of peer tutoring in elementary general inclusive physical education (GPE) setting in three elementary city schools in Sweden was studied. The purpose was to assess the impact of peer tutoring on the interaction behaviors between students with and without disabilities in GPE. A design of multiple case study with elementary school age students with moderate disabilities (n=4) was used. Peer tutors (n=37) were students without disabilities who voluntary participated in peer tutor training program. The program included the collaborative learning values, teaching instructions and communication skills served as the independent measure. Dependent measures were multiple interactions between students with and without disabilities.Totally 43 observation sessions of inclusive GPE settings were collected on videotapes and analyzed using the Computerized Evaluation Protocol of Interactions in Physical Education (CEPI-PE). In addition, interviews with school personnel and children served as a complementary study outcome. The percentage of interactions between target students and peer tutors significantly increased (3.2% to 11.8 % respectively, p<.05) during peer tutor intervention. This study indicated that peer tutor arrangements can contribute the successful cooperation between students with and without disabilities in inclusive GPE in Swedish elementary school. All four students with moderate disabilities maintained high percentage of activities done independently throughout baseline and intervention phase (50.5% and 57.6%, accordingly). Interviews confirmed a positive class climate change and improvement in peer relation culture.
|
|
| 15. |
- Jerlinder, Kajsa, 1976-, et al.
(author)
-
Documented inclusive physical activities for children and adolescents with disabilities within sport clubs
- 2017
-
In: Nordic Sport Science Conference. ; , s. 36-36
-
Conference paper (peer-reviewed)abstract
- Young people with disabilities participate to a lower extent in organized sport than their peers without disabilities. Research in this matter has previously focused on the complex barriers that restrict participation in sports clubs, rather then what can facilitate participation and inclusive activities. There is a need to study real examples of how sports clubs can include children and youth with disabilities in the sport program. An overview of inclusion in organized sports regarding children and adolescents with disabilities is lacking today. Therefor the aim of this study is to increase the understanding of how sports clubs include children and adolescents with disabilities in their activities. The results of this systematic search on documented inclusive physical activities within sport clubs shows that are few peer-reviewed studies that describe how (i) children and young people with disabilities are included in sports clubs’ regular, ongoing activities. The sports clubs rather worked with short term intervention-based activities in team-sports settings (what ii). The main documented reasons for sport clubs to inclusion in organized sport (why iii) were to increase the participation of youth with disabilities and to promote social contact between children with and without disabilities. The lack of documentation and the limited collective knowledge-based is discussed as a problem while implementing a successful inclusive approach on adapted physical activity in organized sport settings for all people longer time in life.
|
|
| 16. |
|
|
| 17. |
- Jerlinder, Kajsa, 1976-, et al.
(author)
-
Improving The Learning Environment In Physical Education : A Systematic Review Focusing On Students Who Meet Difficulties In Social Interaction
- 2021
-
In: Quality partnerships in Adapted Physical Activity. - Jyväskylä, Finland : University of Jyväskylä. - 9789513987343 ; , s. 53-53
-
Conference paper (peer-reviewed)abstract
- In this systematic review, we present results of how teachers can create better conditions for students, with or without disabilities affecting social interaction, who meet challenges with social interactions. We aim to answer the research question: How can teaching physical education be designed so that students who experience difficulties with social interaction are provided with good conditions for participation, development, and learning? Quantitative and qualitative studies published between 2000 and 2019 were included in the search. Of 8079 studies, 11 studies fulfilled the Swedish Institute for Educational Research and the National Agency’s relevance and quality assessment checklist. The studies included interviews, observations, interventions, or surveys. The students were from first year in primary school up to last year in high school. The results were divided into three themes of importance for improving the learning environment in physical education 1) the importance of trusting relationships, 2) providing structure and support 3) creating a positive learning climate. The first theme describes the importance of relationships. Student experienced that teachers who acknowledge all students' experiences and were attentive to their opinions could strengthen the relationships. When the solidarity between students in the classroom was strong, students felt they were part of the group, which contributed to the learning environment. The second theme describes the importance of providing structure in the form of good and clear planning, explanations, and varied opportunities for students to perform a task. Students requested increased predictability of the lesson provided them with a feeling of control. The third theme emphasises the importance of increasing students’ self-efficacy e.g., students experiences of competence and their belief in their ability for a more stimulating learning environment. The results indicates that creating an atmosphere that is not too performance oriented is eligible. When physical education becomes a learning opportunity rather than a measurement, it contribute to increased participation. A specific teaching method, autonomy-supported teaching, was emphasized in some of the studies to have social-relational benefits. This type of teaching includes attentive listening, taking students’ perspective, creating opportunities to give feedback on teaching and providing enough time to complete different tasks. Ensuring a learning environment for all students in physical education, regardless of ability, experience, and knowledge, is not a responsibility for teachers alone, it concerns and involves all levels in the school organization. The management, principals, legal guardians, teachers, and students need to work together.
|
|
| 18. |
|
|
| 19. |
|
|
| 20. |
|
|
| 21. |
|
|
| 22. |
- Jerlinder, Kajsa, 1976-
(author)
-
Rättvis idrottsundervisning för elever med rörelsehinder : dilemma kring omfördelning och erkännande
- 2005
-
Licentiate thesis (other academic/artistic)abstract
- Licentiate dissertation, written in Swedish with an English abstract.The educational goal of “a school for all” creates many challenges. Issues of socialjustice and equity are central tenets of the concept of inclusive education. Despitethe goal of comprehensive education for all children, for many pupils with physicaldisabilities in an inclusive school system PE (Physical Education) teaching canresult in experiences of injustice. In the struggle to achieve social equity and createeducational experiences where disability does not matter, it seams to matter verymuch.The aim of this study is to illustrate a dilemma and its potential outcomeswhere demands for justice for pupils with physical disabilities are raised in inclusivephysical education. In the study, based on theories of redistribution andrecognition, two empirical examples are presented.The first example, in the context of the decentralisation of Swedish compulsoryschools, illustrates degrees of awareness about numbers of pupils with physicaldisabilities attending compulsory schools located in a case municipality. Foursources, with varying responsibilities for disabled children, all reported differentnumbers of pupils. Thus, with no congruent data at municipality level, distribu-tion and redistribution of necessary resources becomes difficult.In the second example of a ten year old boy with a physical disability,experiences of participation in inclusive physical education are described, fromthe perspective of five different actors (the boy himself, his PE teachers (2), hisparents, classmates, and his personal assistant).Data for this case study was gathered through interviews and systematic ob-servation. In this particular case, the outcome of inclusive PE was judged to besuccessful. The example illustrates the importance of recognition needing to befulfilled at several distributive levels. The positive outcome is discussed in terms ofthe combination of identification of particular special needs, sensitive adaptation,and general respect for the child with physical disability.Dilemmas of justice for disabled pupils in physical education are best studiedwithin a multi-level context. Recognition and redistribution demands need to besimultaneously addressed in order to fulfil the goal of equitable education forpupils with physical disabilities attending PE within the compulsory school sys-tem. An attempt to combine these different ideological approaches is discussedfrom the perspective of social status.The outcome of the two empirical examples presented in this study illustrategeneral dilemmas reaching beyond the educational challenges facing pupils withphysical disabilities and the responses of the compulsory school system to them.
|
|
| 23. |
|
|
| 24. |
- Jerlinder, Kajsa, 1976-
(author)
-
Social rättvisa i inkluderande idrottsundervisning för elever med rörelsehinder : en utopi?
- 2010
-
Doctoral thesis (other academic/artistic)abstract
- The aim of this thesis is to contribute to the knowledgebase of inclusion and inclusive education and to outline possible consequences that may arise from an educational ideology of inclusion. The thesis describes a potential dilemma that is both theoretical and practical. The dilemma consists of, on the one hand, a need of identification and categorisation of specific groups in society in order to allocate and redistribute available resources, while, on the other hand, there is a need of social recognition of diversity in educational settings in order to achieve social justice and parity of participation. The inclusion of pupils with physical disabilities in the school subject of physical education (PE) is used as a particular example to illustrate a general dilemma. The specific aims were: i) to describe and apply a theoretical framework of ‘social status’ as a possible means of resolving the dilemma (study I); ii) to study PE teachers’ attitudes toward inclusive physical education (studies II and III); and iii) using a case study, to explore the experience of physical education through the eyes of a pupil with a physical impairment and his parents, classmates, PE teachers and personal assistant (study IV). Results show that Swedish PE teachers at primary school level are positive to inclusive PE for pupils with physical disabilities. Factors found to contribute to these positive attitudes were adequate training in inclusive education strategies, supportive school environments and personal resources. In a systematic review of international research PE teachers, in general, were found to have ambivalent attitudes to inclusive PE. This ambivalence was found over cultural borders among the 1200 respondents covered in the 15 articles reviewed and may indicate a latent awareness of the dilemma. Previous experience of having taught PE to pupils with physical disabilities, together with proper education in inclusion, mediated a more positive attitude. The case study of a 10-year-old boy with physical disabilities and significant others in his educational life proved to be a signal example of successful inclusion. Honneth’s three levels of social recognition were used in the analysis. Social recognition at individual, legal and value dimensions is a prerequisite for achieving social justice in inclusive PE settings. Finally, these findings, taken together, indicate a need to address social recognition and redistribution demands simultaneously in order to meet goals of equitable education for pupils with physical disabilities in inclusive PE teaching. Societal (external) and individual factors need to be combined when addressing the issue of social justice in inclusive education. A model of social status, developed by Fraser (2001; 2003), used in conjunction with the notion of plural identities is suggested as a possible resolution to the dilemma described in the thesis.
|
|
| 25. |
|
|
| 26. |
- Jerlinder, Kajsa, 1976-, et al.
(author)
-
Swedish primary-school teachers' attitudes to inclusion : the case of PE and pupils with physical disabilities
- 2010
-
In: European Journal of Special Needs Education. - London : Routledge. - 0885-6257 .- 1469-591X. ; 25:1, s. 45-57
-
Journal article (peer-reviewed)abstract
- Teachers play a decisive role in making inclusive education a reality. The particular case of inclusion in physical education (PE) poses a specific challenge to teaching practice. How PE teachers view inclusion may provide special insights into teachers' general attitudes toward inclusion and inclusive practices in the general school curriculum. The aim of this study is to investigate Swedish PE teachers' attitudes to inclusion of pupils with physical disabilities in mainstream PE classes at primary school. The sampling frame was members of the Swedish Teachers' Union who had registered themselves as PE teachers and who indicated a current e-mail address (n = 560). Respondents were invited to complete an e-mail questionnaire with questions covering demographics, general attitudes, support from school management and staff, possible hindrances and personal experiences of inclusion. A total of 221 teachers (39%) responded, equal numbers of males and females with a bimodal age distribution (means of 28 and 44) with an average of eight years of service. On average, Swedish PE teachers are very positive to inclusion of pupils with physical disabilities into general PE. Gender, age, years of service and work satisfaction had no impact on general opinions of inclusive PE. PE teachers with actual previous experience of teaching pupils with physical disabilities were slightly more positive to inclusive PE. Stepwise multiple regressions were used to establish a predictive model of positive attitudes to inclusion based on: (1) having adequate training; (2) having general school support (from management and staff); and (3) demands on resources. This yielded an adjusted R2 that explained 33% of variation in attitudes.
|
|
| 27. |
|
|
| 28. |
|
|
| 29. |
|
|
| 30. |
|
|
| 31. |
|
|
| 32. |
- Klavina, Aija, et al.
(author)
-
Cooperative oriented learning in inclusive physical education
- 2014
-
In: European Journal of Special Needs Education. - Abingdon, United Kingdom : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 29:2, s. 119-134
-
Journal article (peer-reviewed)abstract
- In this study the implementation of cooperation directed learning of peer tutoring in elementary general inclusive physical education (GPE) setting in three elementary city schools in Sweden was studied. The purpose was to assess the impact of peer tutoring on the interaction behaviours between students with and without disabilities in GPE. A design of ultiple case study with elementaryschool age students with moderate disabilities (n = 4) was used. Peer tutors (n = 37) were students without disabilities who voluntary participated in a peer tutor training programme. The programme included the collaborative learningvalues, teaching instructions and communication skills served as the independent measure. Dependent measures were multiple interactions between students with and without disabilities. Data to the case studies were collected through a design of mixed methods, containing both quantitative and qualitative data. Totally 43 observation sessions of inclusive GPE settings were collected on videotapes and analysed using the Computerized Evaluation Protocol of Interactions in PhysicalEducation (CEPI-PE). In addition, interviews with school personnel and children plementary study outcome. The percentage of interactions between target students and peer tutors significantly increased (3.2–11.8%, respectively,p < .05) during peer tutor intervention. This study indicated that peer tutor arrangements can contribute the successful cooperation between students with and without disabilities in inclusive GPE in Swedish elementary school. All four students with moderate disabilities maintained high percentage of activities done independently throughout baseline and intervention phase (50.5 and 57.6%, accordingly). Qualitative data throughout field notes and interviews with school personnel and pupils confirmed a positive class climate change and improvement in peer relation culture.
|
|
| 33. |
|
|
