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Promoting Inclusion in the Adaptive Physical Education Classroom Through Peer Partners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Promoting Inclusion in the Adaptive Physical Education Classroom Through Peer Partners./
作者:	Miller, Gemma L.
面頁冊數:	1 online resource (99 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
標題:	Enrollments. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29402249click for full text (PQDT)
ISBN:	9798352645024

Promoting Inclusion in the Adaptive Physical Education Classroom Through Peer Partners.
Miller, Gemma L.

Promoting Inclusion in the Adaptive Physical Education Classroom Through Peer Partners. - 1 online resource (99 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ed.D.)--University of Pittsburgh, 2022.

Includes bibliographical references

This dissertation in practice centers on the problem of practice that students with disabilities are systematically excluded from mainstream health and physical education classes to the detriment of their health and well-being. This dissertation improvement project tests the effects of Partners in PE (PPE) by utilizing a 3-session peer-to-peer curriculum to promote inclusion of general education students into an existing adaptive PE (APE) course at Bethel Park High School in Bethel Park, Pennsylvania. The PPE program was implemented by the APE teacher and 4 "Partners" (i.e., general education students selected for the course), as well as, attended by 10 "Athletes" (i.e., students with disabilities) and 3 paraprofessionals. This dissertation in practice was guided by two inquiry questions: 1) What are the experiences and perspectives of the Partners after participating in the PPE program? and 2) What was the experience of the APE teacher and paraprofessionals regarding implementation and perceived outcomes of the PPE program? The primary investigator collected observations and field notes throughout the program, conducted an interview with the APE teacher, held focus groups with the Partners, and presented an open-ended survey to the paraprofessionals following the PPE program. Qualitative data was transcribed and coded using the content method and analyzed for key categories and themes. Three themes were identified in the data, including: 1) overcoming obstacles to become friends, 2) positive experiences in the program, and 3) recommendations for a future PPE program. Main findings reflected Partners' lack of previous experience and exposure to the Athletes, and the short training of the Partners, which presented challenges to program implementation. However, the PPE peer-to-peer program was able to build relationships between students and reap benefits for all involved. The data can be used to inform the administrators and school district which may well influence change regarding the policies and procedures to promote inclusion and relationship building in schools.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798352645024Subjects--Topical Terms:

3562827
Enrollments.
Index Terms--Genre/Form:

542853
Electronic books.

Promoting Inclusion in the Adaptive Physical Education Classroom Through Peer Partners.
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520 $a This dissertation in practice centers on the problem of practice that students with disabilities are systematically excluded from mainstream health and physical education classes to the detriment of their health and well-being. This dissertation improvement project tests the effects of Partners in PE (PPE) by utilizing a 3-session peer-to-peer curriculum to promote inclusion of general education students into an existing adaptive PE (APE) course at Bethel Park High School in Bethel Park, Pennsylvania. The PPE program was implemented by the APE teacher and 4 "Partners" (i.e., general education students selected for the course), as well as, attended by 10 "Athletes" (i.e., students with disabilities) and 3 paraprofessionals. This dissertation in practice was guided by two inquiry questions: 1) What are the experiences and perspectives of the Partners after participating in the PPE program? and 2) What was the experience of the APE teacher and paraprofessionals regarding implementation and perceived outcomes of the PPE program? The primary investigator collected observations and field notes throughout the program, conducted an interview with the APE teacher, held focus groups with the Partners, and presented an open-ended survey to the paraprofessionals following the PPE program. Qualitative data was transcribed and coded using the content method and analyzed for key categories and themes. Three themes were identified in the data, including: 1) overcoming obstacles to become friends, 2) positive experiences in the program, and 3) recommendations for a future PPE program. Main findings reflected Partners' lack of previous experience and exposure to the Athletes, and the short training of the Partners, which presented challenges to program implementation. However, the PPE peer-to-peer program was able to build relationships between students and reap benefits for all involved. The data can be used to inform the administrators and school district which may well influence change regarding the policies and procedures to promote inclusion and relationship building in schools.
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