Understanding the Inclusiveness of Integrated Physical Education From the Perspectives of Adults With Visual Impairments

• Justin A. Haegele ^[1] ; Samuel R. Hodge ^[2] ; Xihe Zhu ^[1] ; Steven K. Holland ^[1] ; Wesley J. Wilson ^[3]
  1. [1] Old Dominion University

     Old Dominion University

     Estados Unidos

     
  2. [2] Ohio State University

     Ohio State University

     City of Columbus, Estados Unidos

     
  3. [3] University of Louisiana at Lafayette

     University of Louisiana at Lafayette

     Estados Unidos

     

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• Localización: Adapted physical activity quaterly, ISSN 0736-5829, Vol. 37, Nº. 2, 2020, págs. 141-159
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The purpose of this study was to examine the perspectives of individuals with visual impairment toward inclusion and the inclusiveness of their integrated physical education experiences. A retrospective, qualitative-description research approach was used, and 10 adults (age 20–35 years) with visual impairments acted as the participants. The data sources included one-on-one telephone interviews and reflective interview notes. A theoretical thematic analysis approach was used to analyze the data. Three interrelated themes were identified: “I always felt like a misfit”: a missing sense of belonging, acceptance, and value; “I felt very excluded, very pushed to the side”: lack of access to activity participation; and “Even though it sucked, I do agree with it”: preference for integrated settings. Collectively, the participants recalled that experiencing feelings of inclusion during physical education were rare. Despite this, they expressed a perceived importance of being integrated in contexts with their peers.