Systematic Review of the Participation of the Disabled in Physical Education Class

Öz

The aim of this study is to provide suggestions for eliminating the existing problems by systematically reviewing the studies on the curricula established on the basis of the participation of students with special needs in physical education classes and the inclusion of these students in the lesson. In this direction, the literature was searched through an online search engine for the research. Accordingly, three databases named Academic Search Complete, Sport DISCUSS and ERIC were searched. 22 articles selected according to the Prisma method of Moher et al. (2009) were included in the study and articles that met the determined criteria were analyzed using the continuous comparative analysis technique. According to the results the problems experienced by the students with special needs are generally due to socialization with their peers in the school environment, especially within the scope of physical education lessons, equipment, school - architectural structure, teacher and curriculum. The solution to these problems depends on meeting the educational and physical activity needs of students with special needs, being together with their peers and society, meeting their own needs and increasing their ability to live without being dependent on others as much as possible. The most suitable environment for these to be achieved is the school environment, where disabled people first meet with other individuals, unlike their family members. For this, first of all, the needs of students with special needs should be determined. In this regard, teacher training programs of universities should be expanded. In addition, the cooperation of the teacher, counselor, school psychologist and family is important.

Anahtar Kelimeler

• students with disabilities
• physical education
• inclusive physical education
• teaching programs
• teacher training programs

Kaynakça

1. Referans1 Alves MLT, Storch JA, Harnisch GS, Strapasson AM, Furtado OLPC, Lieberman LJ,. Duarte. Physical education classes and inclusion of children with disability: Brazilian teachers’ perspectives. Movimento, 2017; 23 (4): 1229–1244.
2. Referans2 Anunah JO, Hodge S. Secondary physical education teachers’ beliefs and practices in teaching students with severe disabilities: a descriptive analysis. The High School Journal, 2008; 89 (2): 40–54.
3. Referans3 Apelmo E. You do it in your own particular way.’: Physical education, gender and (dis)ability. Spor, Eğitim ve Toplum , 2019; 24 (7): 702-713.
4. Referans4 Aver ÖF. Engellilerin mesleki eğitimi ve istihdamı. Uluslararası Sağlık Yönetimi ve Stratejileri Araştırma Dergisi, 2019;5(3): 327-354.
5. Referans5 Barton L. “Disability, Empowerment and Physical Education.” In Equality, Education and Physical Education. Ed. Evans J. 1993:43–54. London, UK: The Falmer Press.
6. Referans6 Block ME, Obrusnikova I. inclusion in physical education: a review of the literature from 1995–2005. Adapted Physical Activity Quarterly, 2007;24 (2): 103–124. :// WOS:000245876500001.
7. Referans7 BM, ILO. Guide for Business on the Rights of Persons with Disabilities. 2018.
8. Referans8 Bredahl AM. Sitting and watching the others being active: the experienced difficulties in PE when having a disability. Adapted Physical Activity Quarterly, 2013;30, 40–58.

9. Referans9 Charaśna–Blachucik, J. The opınıons of parents of dısabled and non-dısabled students concernıng integrated educatıon. Journal of Physical Education & Health-Social Perspective, 2018;7(11), 61-70.
10. Referans10 Chatzipanteli A, Dean R. Teaching styles and the inclusion of students with difficulties in regular physical education: Ed. Ferman K. Journal of Physical Education, Recreation & Dance, 2020;91(3), 50-52.
11. Referans11 Coates J, Vickerman P. Let the children have their say: children with special educational needs and their experiences of physical education – a review.” Support for Learning, 2008; 23 (4): 168–175.
12. Referans12 Dart G. My eyes went wide open’–an evaluation of the special needs education awareness course at Molepolole College of Education, Botswana. British Journal of Special Education, 2006;33(3), 130-138.
13. Referans13 de Oliveira PS, van Munster MDA, de Souza JV, Lieberman LJ. Adapted physical education collaborative consulting: a systematic literature review. Journal of Teaching in Physical Education, 1(aop), 2019;1-11.
14. Referans14 Erofeeva MA, Ulyanova IV, Plakhotnikova IV, Kurilyuk YE, Egorov VA, Kochetkov, IG. Reforming and developing socialization of children with limited abilities (mild intellectual disability). Electronic Journal of General Medicine, 2019;16(2).
15. Referans15 Farr J. Between a rockand a hard place: theimpact of theprofessionalization of the role of theteachingassistant in mainstreamschoolphysicaleducation in theunitedkingdom. Sport in society, 2018;21(1), 106-124.
16. Referans16 Fiorini MLS, Manzini EJ. Iclusão de alunos com deficiência na aula de educação física: identificando dificuldades ações e conteúdos para prover a formação do professor. Revista Brasileira de Educação Especial, 2014;20 (3): 387–404.
17. Referans17 Fitzgerald H, Stride A. Stories about physical education from young people with disabilities. International Journal of Disability Development and Education, 2012;59(3), 283–293.
18. Referans18 Glaser B, Strauss A. The Discover yof Grounded Theory. Aldine Publishing Company, 1967. Hawthorne, NY.
19. Referans19 Gözün Ö, Yıkmış A. Öğretmen adaylarının kaynaştırma konusunda bilgilendirilmelerinin kaynaştırmaya yönelik tutumlarının değişimindeki etkililiğ. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 2004;5(02).
20. Referans20 Greguol M, Malagodi BM, Carraro A. Inclusão de alunos com deficiência nas aulas de educaçào física: atitudes de professores nas escolas regulares. Revista Brasileira de Educação Especial, 2018;24 (1): 33–44.
21. Referans21 Haegele JA, Sutherland S. “Perspectives of Students with Disabilities toward Physical Education: A Qualitative Inquiry Review. Quest, 2015;67 (3): 255–273.
22. Referans22 Haegele JA, Hodge S, Filho PJ BG, ve de Rezende ALG. Brazilian physical education teachers’ attitudes toward inclusion before and after participation in a professional development workshop. European Physical Education Review, 2018;24(1), 21-38.
23. Referans23 Haegele J, Zhu X, Davis S. Barriers and facilitators of physical education participation for students with disabilities: An exploratory study. International Journal of Inclusive Education, 2018;22(2), 130-141.
24. Referans24 Haycock D, Smith A. Inclusive physical education? A study of the management of national curriculum physical education and unplanned outcomes in England. British Journal of Sociology of Education, 2010;31(3), 291-305.
25. Referans25 Hemingway P, Brereton N. What is a systematic review? 2009. access: 20.07.2011. http://www.whatisseries.co.uk/whatis/
26. Referans26 Hersman BL, Hodge SR. High school physical educators’ beliefs about teaching differently abled students in an urban public school district. Education and Urban Society, 2010;42(6), 730-757.
27. Referans27 Houston J, van der Mars H, Lorenz KA. Physical activity patterns in students with physical disabilities in general physical education and inclusive recess settings. Palaestra, 2018;32(3).
28. Referans28 Hutzler Y, Meier S, Reuker S, Zitomer M. Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: a narrative review of international literature. Physical Education and Sport Pedagogy, 2019;24(3), 249-266.
29. Referans29 Idol L, Paolucci-Whitcomb P, Nevin A. The collaborative consultation model. Journal of Educational and Psychological Consultation, 2010;6(4), 347–361.
30. Referans30 Karaçam Z. Sistematik derleme metodolojisi: Sistematik derleme hazırlamak için bir rehber. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 2013;6(1), 26-33.
31. Referans31 Kudryavtsev M, Lyakh V, Iermakov S, Osipov A, Alexandrov Y, Konoshenko L, Vapaeva A. Implementation of the inclusive learning model in the process of physical education of the students with physical disabilities. Journal of Physical Education and Sport, 2019;19, 971-979.
32. Referans32 Layne TE, Blasingame J. Analysis of a physical education teacher education field experience of working one-on-one with students with severe and profound disabilities in a self-contained environment. Physical Educator, 2018;75(4), 683-700.
33. Referans33 Lieberman LJ, Houston-Wilson C. Changing the name of unified physical education. Journal of Physical Education, Recreation & Dance, 2018;89(7), 7-8.
34. Referans34 Lytle R.K, Lavay B, Robinson N, Huettig C. Teaching collaboration and consultation skills to preservice adapted physical education teachers. Journal of Physical Education, Recreation & Dance, 2003;74(5).
35. Referans35 Maher AJ. Disable them all’: SENCO and LSA conceptualisations of inclusion in physical education. Sport, Education and Society, 2018;23(2), 149-161.
36. Referans36 Maher AJ, Fitzgerald H. Initial teacher education and continuing professional development: the perspectives of special school physical education teachers. Curriculum Studies in Health and Physical Education, 2020; 11(1), 18-33.
37. Referans37 Mead TP, Bruininks BD, Guillot DJ, Rudnicki CA. Legal consequences of using homemade or modified exercise equipment in adapted physical education. Palaestra, 2019;33(3).
38. Referans38 Moher D, Liberati A, Tetzlaff J, Altman DG, The PRISMA Group. Preferred reporting items for systematic reviews and metaanalyses: the prisma statement. PLoS Med 2009;6(7): e1000097. doi:10.1371/journal.pmed1000097.
39. Referans39 Petrie K, Devcich J, Fitzgerald H. Working towards inclusive physical education in a primary school:‘some days I just don’t get it right’. Physical Education and Sport Pedagogy, 2018;23(4), 345-357.
40. Referans40 Qi J, Wang L. Social interaction between students with and without disabilities in general physical education: A Chinese perspective. Physical Education and Sport Pedagogy, 2018;23(6), 575-591.
41. Referans41 Reina R, Healy S, Roldán A, Hemmelmayr I, Klavina A. Incluye-T: a professional development program to increase the self-efficacy of physical educators towards inclusion. Physical Education and Sport Pedagogy, 2019;24(4), 319-331.
42. Referans42 Rekaa H, Hanisch H, Ytterhus B. Inclusion in physical education: Teacher attitudes and student experiences. A systematic review. International Journal of Disability, Development and Education, 2019;66(1), 36-55.
43. Referans43 Sadziak A, Wilinski W, Wieczorek M. Resiliency in mainstream school teachers vs. special school teachers. Baltic Journal of Health and Physical Activity. The Journal of Gdansk University of Physical Education and Sport, 2018;10(2).
44. Referans44 Scruggs TE, Mastropieri MA. Making inclusion work with co-teaching. Teaching Exceptional Children, 2017;49(4),284–293.
45. Referans45 Süngü B, Dilara Ö, Hamarat B. Beden eğitimi öğretmen adaylarının zihinsel engelli çocuklara yönelik tutumlarıyla ilgili bir ölçek geliştirme çalışması. SDÜ Sağlık Yönetimi Dergisi, 2020; 2(1), 11-26.
46. Referans46 Tanure Alves ML, Grenier M, Haegele JA, Duarte E. I didn’t do anything, I just watched’: perspectives of Brazilian students with physical disabilities toward physical education. International Journal of Inclusive Education, 2020; 24(10), 1129-1142.
47. Referans47 van Munster MA, Lieberman LJ, Grenier MA. Universal design for learning and differentiated instruction in physical education. Adapted Physical Activity Quarterly, 2019;36(3), 359-377.
48. Referans48 Wang L. Perspectives of students with special needs on inclusion in general physical education: A social-relational model of disability. Adapted Physical Activity Quarterly, 2019;36(2), 242-263.
49. Referans49 Yeo LS, Tan SL. Educational inclusion in Singapore for children with physical disabilities. Asia Pacific Journal of Education, 2018;38(2), 175-186.