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The experiences of physical educatio...

Hovey, Katherine J.

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The experiences of physical education teacher education students with disabilities: Supports and barriers to success.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The experiences of physical education teacher education students with disabilities: Supports and barriers to success./
作者:	Hovey, Katherine J.
面頁冊數:	178 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
Contained By:	Dissertation Abstracts International78-03A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10158703
ISBN:	9781369137118

The experiences of physical education teacher education students with disabilities: Supports and barriers to success.
Hovey, Katherine J.

The experiences of physical education teacher education students with disabilities: Supports and barriers to success. - 178 p.

Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.

Thesis (Ed.D.)--State University of New York at Binghamton, 2016.

This study focused on the experiences of PETE students with disabilities at one university. Specifically, it focused on the supports these students may have experienced and the barriers they may have faced during their educational journey, and explores possible differences in supports experienced or barriers found among PETE students with different types of disabilities.

ISBN: 9781369137118Subjects--Topical Terms:

641065
Higher education.

The experiences of physical education teacher education students with disabilities: Supports and barriers to success.
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245 1 4 $a The experiences of physical education teacher education students with disabilities: Supports and barriers to success.
300 $a 178 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
500 $a Adviser: SG Grant.
502 $a Thesis (Ed.D.)--State University of New York at Binghamton, 2016.
520 $a This study focused on the experiences of PETE students with disabilities at one university. Specifically, it focused on the supports these students may have experienced and the barriers they may have faced during their educational journey, and explores possible differences in supports experienced or barriers found among PETE students with different types of disabilities.
520 $a The research questions include:
520 $a 1. How, if at all, were individuals with disabilities supported as Physical Education Teacher Education students at this university? 2. How if at all, were individuals with disabilities not supported (what barriers exist) as Physical Education Teacher Education students at this university? 3. How are the supports and barriers different between Physical Education Teacher Education students with physical disabilities and Physical Education Teacher Education students with learning disabilities?
520 $a A case study research design has been used to allow for a holistic examination of the specific phenomenon and allow for the exploration of multiple aspects (students' experience, faculty member's experience, policy requirements) of the specific phenomenon. Examining the phenomenon as a whole maintains the "...meaningful characteristics of real-life events" (Yin, 2003).
520 $a Results show that the participants in this study experienced three different types of supports and faced three different types of barriers. Supports experienced by the participants were classified as either personal supports, academic supports, or supports for living and barriers were classified as either self-perception barriers, external barriers, or physical barriers. The results indicate that PETE students with disabilities experience many of the supports and face many of the barriers that have previously been identified in existing research. The results of this study support existing research, but also extend research in this area by connecting the results to a specific academic program. The results are also connected to a discussion related to the differences between the experiences of PETE students with different types of disabilities. Further research is needed to explore these constructs further.
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