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Listening to the Voices of Students With Physical Disabilities

Experiences in the Physical Education Classroom

ELAINE M. BLINDE and SARAH G. MCCALLISTER

Reprinted with permission from the August 1998 issue of The Journal of Physical Education, Recreation & Dance, a publication of the American Alliance for Health, Physical Education, Recreation & Dance, 1990 Association Dr., Reston VA 20191 (www.aahperd.org).

This article is reproduced with permission. Any further use requires permission from the copyright holder.

Participation in physical education is deemed important in developing life skills and motor proficiency for students with disabilities (Auxter, Pyfer, & Huettig, 1997; Gallahue, 1996; Sherrill, 1993). Many assume these two outcomes can be achieved effectively by including students with disabilities in the regular physical education classroom (Auxter, Pyfer, & Huettig, 1997; Gallahue, 1996). As a result, physical education environments and curricula should be designed to meet the needs of all students regardless of ability (Sherrill, 1993).

Research findings are not conclusive regarding the outcomes of including students with disabilities in the regular physical education classroom (Block & Vogler, 1994). Studies have identified both positive and negative outcomes (Block & Vogler, 1994; Heikinaro-Johansson & Vogler, 1996). One factor contributing to the sometimes negative experiences in inclusive classrooms may relate to the type of training physical educators receive for teaching students with disabilities (DePauw & Karp, 1994; French, Keele, & Silliman-French, 1997).

Most of the research and writings examining disability-related issues in physical education have been undertaken from the perspective of the teacher (Block, 1996; Rizzo & Vispoel, 1992; Vogler, van der Mars, Cusimano, & Darst, 1992). Moreover, this work often emphasizes legislative guidelines, teaching strategies, and curricular issues related to including students with disabilities in the regular educational setting (French, Keele, & Silliman-French, 1997; Kasser, Collier, & Solava, 1997; Kelly, 1994; Sherrill, Heikinaro-Johansson, & Slininger, 1994). Missing in much of this work is the viewpoint of the student. Although some research has focused on student outcomes in inclusive physical education classrooms (Fediuk, 1990; Heenan, 1994), it has rarely highlighted the experiences and perspectives of students with disabilities.

Children and adolescents obviously interpret the world and their experiences in that world differently from adults (Sanders, 1996). Thus, listening to the voices of students with disabilities concerning their experiences in physical education could certainly provide unique insight into the dynamics of the inclusive physical education classroom. Gaining knowledge from the perspective of the student can maximize student development and assist teachers in creating, modifying, or eliminating curricular activities (Sanders, 1996).

This article examines the physical education experiences of students with physical disabilities. Rather than relying on accounts provided by teachers or questionnaires completed by students, our findings are based on open-ended interview responses obtained from 20 students with a variety of physical disabilities.

Method

Students with physical disabilities were recruited from school systems in a two-state region. This area is primarily rural and agricultural, with no communities larger than 40,000 people. Administrators at various elementary, junior high, and senior high schools in this region were contacted to obtain permission to interview students regarding their experiences in sport and physical education. Those schools that agreed to participate sent a cover letter and informed consent form to the parents of students with physical disabilities. Students with serious communication difficulties (as determined by the individual schools) were omitted from the sample pool. Once the parents returned the consent form, a convenient date, time, and location for the interview was scheduled. This procedure was followed for all students whose parents returned a consent form.

A set of interview questions was developed to explore the past and current sport and physical education experiences of students with physical disabilities. Twenty students between the ages of 10 and 17 completed usable tape-recorded interviews. Interviews averaged approximately 55 minutes. As the population of students with physical disabilities was very small at each school, the 20 participants represented 17 different school systems.

Although it is difficult to assess the quality of the physical education programs in these 17 schools, some general observations may be helpful. All students interviewed had participated in regular physical education classes at their schools. Eleven of the schools were used by area universities for student-teacher placement. Decisions about placing student teachers in a school are based on an assessment of program quality. Four schools were not used for student-teaching purposes; however, this may have been a result of size, location, or need rather than quality. Also, student teachers were not assigned to two of the schools because they were private institutions.

Specific background information on the students in the sample appears in table 1. The final sample, all Caucasian, consisted of 17 boys and 3 girls. The average age of participants was 12.85 years. Fifteen of the students were born with a disability, while the remaining 5 had acquired the disability after birth. A variety of physical disabilities were represented in the sample: cerebral palsy (n=11), spina bifida (n=3), birth defects (n=2), muscular dystrophy (n=1), head injury (n=1) , paraplegia (n=1) , and polysonic fibrous dysplasia (n=1). Although certainly not representative of all children and adolescents with disabilities, the sample provided in-depth information about the experiences of a group of students rarely interviewed.

Interviews were transcribed into written text and checked for accuracy. A content analysis was performed on the interview responses to identify major themes and outcomes in the physical education experiences of these students.

Results

In talking about their participation in physical education, students discussed a range of experiences and emotions. Although some students expressed happiness or satisfaction with certain physical education situations, these comments often were limited to experiences in a particular activity or class period. More typical responses about the physical education experience highlighted the following two outcomes: (a) limited participation in activities and (b) negative emotional responses. In reporting results, code names are used to identify the specific student speaking.

Limited Participation in Activities. Although all students in the sample had attended regular physical education classes, actual participation opportunities often were limited. Efforts to adapt activities to meet the needs of students with disabilities did not occur on a regular basis. Despite attempts to have these students involved in the class, teachers often provided them with nonphysical activities. These included such tasks as line judge, cheerleader, or boundary marker.

The students’ experiences in their physical education classes ranged from inclusion in most class activities to total exclusion from the class itself. Of the 20 students interviewed, Betty, a 10-year-old with cerebral palsy, was most involved in the physical education class. Betty participated in everything except some of the gymnastic activities. Despite commenting “I run like a turtle when I’m tired,” Betty said “I love to run” and “I love to play” when asked what she likes about her physical education class. One of Betty’s few negative experiences came when she had a substitute teacher in physical education. Betty felt it “wasn’t fair” when the teacher singled her out as the only person who could not participate in an activity that she had previously played.

Betty’s degree of inclusion in the physical education class was certainly the exception when compared to most of the interviewed students. Although participating in the majority of activities at his current school, Mike, a seventh grader with a head injury, had a much different experience at his previous school. When asked whether he participated in physical education at his former school, Mike responded, “I did once, but I, I was just [a] line judge.” Bradley, a sixth grader with cerebral palsy, indicated that some activities have been modified so he could participate in physical education. However, Bradley stated that most of the time, “I just sat there and watched and cheered on and did all that.”

For some students, participation was nonexistent. For example, Tony talked about his limited experiences in physical education. An eight-year-old student with spina bifida, Tony described what he does when the sports and games are going on in physical education. He stated, “I just sit and watch them and clap and stuff.” Tony added that his teacher provides no encouragement for him to participate in the activities. Similarly, Thomas, a 16-year-old with spina bifida, recalled his physical education experiences in grade school:

My teacher that I had then, didn’t have nothing for me to do.
I’d sit up on the stage from when I first got there until the end of class every day.

One student was totally excluded from the physical education class. Craig, a 16-year-old with polysonic fibrous dysplasia, commented on his experience with physical education as he entered high school:

My freshman year I had to take one year of P.E. in order to graduate
and I pretty much showed up the first day and [the instructor] told me
to leave because I was a liability. So I sat in the library for an hour every
day, like having a study hall, and I got an A in P.E.

The limited participation in physical education generally was not because of lack of desire on the part of students or attempts to be excused from doing certain activities. To the contrary, most students were angered by their exclusion from activity. For example, Sam, a fifth grader with cerebral palsy, said his teacher keeps him from playing the sports and games the other children play during physical education class. When asked how that makes him feel, Sam responded, “Like I want to go up there and say `let me play.”‘

Negative Emotional Responses. Students with disabilities often experienced a variety of negative emotional responses resulting from their experiences in physical education classes. Most of these responses were triggered by their exclusion from class activities or unpleasant social interactions with classmates.

Not being part of the physical education activity led many students to feel like outsiders in the class and unwanted by their peers. Charlie, a seventh grader with muscular dystrophy, talked about being unable to play all the games in his physical education class. He indicated that sometimes “they just don’t ask me to play.” Charlie was excluded from the track because of his wheelchair and was unable to reach the football field because of barriers. Also discussing his prehigh school experiences in physical education was Craig, an eleventh grader with polysonic fibrous dysplasia. Craig said he “mainly sat and read” during class. He went on to comment about how this made him feel:

I felt different, like uh, there was something wrong with me at first,
but then I realized that it was just the way some people are and that
was how I was so I had to live with it.

A second negative response expressed by several students was sadness and anger. Having to sit and watch others play, as well as feeling excluded from the physical education experience, triggered these emotions. This was true of Roger, a sixth grader with cerebral palsy, who was prohibited from playing when he did not bring his power chair to class. When asked how this made him feel, he responded with “angry” and “so sad.” Similarly, Cody, a fifth grader with a birth defect, said he feels sad when he has to watch his classmates play in physical education. Cody indicated he feels sad “cause I wanted to play.” When asked if he ever asks his physical education teacher if he can play, Cody replied, “They’re like, `I don’t want you to get hurt.’” Beth, a sixth grader with spina bifida, commented that her teacher did not allow her to participate in certain activities because of her braces. In describing how she felt when she had to sit on the bench and watch her classmates, Beth said “sad, mad, upset; I wanted to get out there and play just like the other ones.”

Some of the students also reported being embarrassed in their physical education class. Feelings of embarrassment generally resulted from being unable to perform the skills and movements required for success in an activity. For example, Freddie, a 10-year-old with cerebral palsy, said it takes him longer than the others to do a lot of the activities in physical education. Freddie said this “used to hurt my feelings and stuff” but he “got used to it.”

Warren, a 13-year-old with a birth defect, frequently talked about being embarrassed in physical education class. When asked if he liked participating in physical education, Warren responded:

Well, not that much because, about every time I get embarrassed.
Because I can’t walk well, I can’t run well, I can’t do volleyball that
well, I can’t do any kind of sport well and this here P.E. class I always get embarrassed.

Warren went on to comment that he would not go to physical education class if given a choice. He tearfully added, “I’m just, no good. I just call myself a no good person, you know, when I go in there in P.E. class.” Warren felt his friends “think that I’m a pity, no good…and, they just don’t want me on their team.”

Table 1. Background of Students in Sample

Code Name Gender Age School Grade Disability Age of Onset of Disability
Charlie M 13 7 Muscular Dystrophy 7
Mike M 13 7 Head Injury 4
Tony M 14 8 Spina Bifida Birth
Roger M 11 6 Cerebral Palsy Birth
Freddie M 10 5 Cerebral Palsy Birth
Warren M 13 7 Birth Defect Birth
Betty F 10 4 Cerebral Palsy Birth
Larry M 12 6 Cerebral Palsy Birth
Sam M 13 5 Cerebral Palsy Birth
Thomas M 16 10 Spina Bifida Birth
Craig M 16 11 Polysonic Fibrous Dysplasia 3
David M 15 8 Cerebral Palsy Birth
Gary M 13 7 Cerebral Palsy 5
Max M 12 7 Cerebral Palsy Birth
Troy M 15 9 Paraplegia 11
Cody M 11 5 Birth Defect Birth
Lucy F 17 10 Cerebral Palsy Birth
Beth F 11 6 Spina Bifida Birth
Bradley M 12 6 Cerebral Palsy Birth
Andy M 10 4 Cerebral Palsy Birth

Discussion

The voices of these students afford a unique vantage point from which to view the physical education environment provided in our schools for individuals with disabilities. Although students may sometimes lack an accurate or realistic understanding of the dynamics that affect their participation in physical education, they nevertheless must live with the outcomes of their experiences. The comments of these students should offer valuable insight into how they perceive the educational environments provided by physical education teachers. Moreover, these comments can serve as points of reflection for teachers in evaluating their own programs.

One note of special interest was the contrast between the physical education experiences of many of these students and their sport and game experiences in contexts other than physical education. In examining the interviews with these students, it became quite evident that they generally enjoyed participating in sports and games. As they discussed their involvement in sports and games outside of physical education, these students revealed that they often took part in a wide range of activities. Even though there were occasional situations where others might not let them play or made them feel like an outsider, most students were able to find activities in which they could participate. When given the opportunity to participate, these individuals said they felt no different from others who liked sports and games. These accounts express a sense of fulfillment not always seen in the comments students made about their physical education experience.

Two factors in particular may contribute to the limited participation and negative experiences reported by these students in physical education. First, some teachers did not modify or adapt activities to meet the needs of students with disabilities. This resulted in students being excluded from participation if their disability made it impossible to perform a skill in a manner similar to students without disabilities. The inability or unwillingness of teachers to adapt activities to the needs of students was evident in the experience of Craig. Craig was frustrated by not being allowed to play basketball and baseball in physical education. Yet a friend of his family had already made modifications in these activities so he could play them at home and with friends.

Second, the behavior of classmates towards students with disabilities sometimes resulted in negative experiences in physical education. At times it appeared that teachers may have been insensitive to social interactions between able-bodied students and students with disabilities. Feeling embarrassed or perceiving one’s self as an outsider often resulted from the way classmates in physical education treated students with disabilities. For example, Andy said he dislikes physical education because other students are “mean to me.” Instances in which students are subjected to embarrassment or ridicule suggest that teachers may be inadequately monitoring the social dynamics of the classroom.

Recommendations for Teachers

Based on the voices of the students, the following recommendations are offered as a means to improve the physical education experience for students with disabilities:

1. Teachers would benefit from listening to what students with disabilities have to say about their needs, desires, and experiences in class. This information can aid in the selection and modification of activities. Also, teachers need to consider the perspectives and interpretations of students in order to best assist in each student’s development.

2. Teachers may want to consider implementing developmentally based or criterion-referenced curricula (Rizzo, Davis, & Toussaint, 1994; Sherrill, 1993), thus emphasizing individualized outcomes and deemphasizing traditional approaches to teaching team sports. Such curricula may make it easier for teachers to adapt activities to the needs of all students.

3. Creativity is essential in adapting activities for students. A multitude of resources are available if teachers are uncertain about how to adapt activities (e.g., textbooks, Internet sites, AAHPERD publications). Specific examples of such resources appear in table 2.

4. Students with disabilities enjoy activity and want to play and be part of the group. This was evident when the students talked about their experiences outside of physical education. Although students with disabilities may outwardly appear to accept the non-participant role in physical education, inside they may feel like Sam and want to shout “let me play.” Teachers need to make sure their own fears and assumptions do not deny any student with a disability the same opportunity to participate as other students in the classroom.

5. The teacher should closely monitor the social dynamics of a classroom. Interaction patterns should not subject any student to ridicule, exclusion, or discrimination. Sensitivity, empathy, and caring toward others need to be fostered.

6. Teachers should reflect on their past classroom experiences and evaluate whether the voices of these students could actually be coming from their own students. These recommendations should assist teachers in enhancing the physical education experiences of students with disabilities. Active and meaningful participation needs to be provided for every student. No student should leave the physical education class with the negative experiences and emotions expressed by some of these students.

Table 2. Examples of Resources for Teachers

Acknowledgment

This article draws from a grant awarded to Elaine Blinde and Diane Taub by the National Association for Sport and Physical Education. Thanks are extended to Diane Taub and Kim Greer for their assistance with this project.

References

Auxter, D., Pyfer, J., & Huettig, C. (1997). Principles and methods of adapted physical education and recreation (8th ed.). St. Louis, MO: Mosby.

Block, M. E. (1996). Modify instruction: Include all students. Strategies, 9(4), 9-12.

Block, M. E., & Vogler, E. W. (1994). Inclusion in regular physical education: The research base. The Journal of Physical Education, Recreation & Dance, 65(1), 40-44.

DePauw, K. P., & Karp, G. G. (1994). Integrating knowledge of disability through-out the physical education curriculum: An infusion approach. Adapted Physical Activity Quarterly, 11, 3-13.

Fediuk, F. (1990). Effects of an integrated adapted physical education program on psychomotor and cognitive parameters of mentally retarded adolescents. In G. Doll-Tepper, C. Dahms, B. Doll, & H. von Selzam (Eds.), Adapted physical activity: An interdisciplinary approach (pp. 171-175). Berlin: Springer-Verlag.

French, R., Keele, M., & Silliman-French, L. (1997). Students with shunts: Program considerations. The Journal of Physical Education, Recreation & Dance, 68(1), 54-56.

Gallahue, D. L. (1996). Developmental physical education for today’s children (3rd ed.). Dubuque, IA: Brown & Benchmark.

Heenan, J. (1994). Inclusive elementary and secondary physical education. The Journal of Physical Education, Recreation & Dance, 65(1), 48-50.

Heikinaro-Johansson, P., & Vogler, E. W. (1996). Physical education including individuals with disabilities in school settings. Sport Science Review, 5(1), 12-25.

Kasser, S. L., Collier, D., & Solava, D. G. (1997). Sport skills for students with disabilities: A collaborative effort. The Journal of Physical Education, Recreation & Dance, 68(1), 50-53, 56.

Kelly, L. E. (1994). Preplanning for successful inclusive schooling. The Journal of Physical Education, Recreation & Dance, 65(1), 37-39, 56./p>

Rizzo, T. L., Davis, W. E., & Toussaint, R. (1994). Inclusion in regular classes: Breaking from traditional curricula. The Journal of Physical Education, Recreation & Dance, 65(1), 24-26, 47.

Rizzo, T. L., & Vispoel, W. P. (1992). Changing attitudes about teaching students with handicaps. Adapted Physical Activity Quarterly, 9, 54-63.

Sanders, S. W. (1996). Children’s physical education experiences: Their interpretations can help teachers. The Journal of Physical Education, Recreation, & Dance, 67(3), 51-56.

Sherrill, C. (1993). Adapted physical activity, recreation and sport: Crossdisciplinary and lifespan (4th ed.). Dubuque, IA: Brown & Benchmark.

Sherrill, C., Heikinaro-Johansson, P., & Slininger, D. (1994). Equal-status relationships in the gym. The Journal of Physical Education, Recreation & Dance, 65(1), 27-31, 56.

Vogler, E. W., van der Mars, H., Cusimano, B., & Darst, P. (1992). Experience, expertise, and teaching effectiveness with mainstreamed and nondisabled children in physical education. Adapted Physical Activity Quarterly, 9, 316-329.

Elaine M. Blinde is an associate professor and Sarah G. McCallister is an assistant professor in the Department of Physical Education at Southern Illinois University at Carbondale, Carbondale, IL 62901-4310.