Physical Education Curricula and Teaching Methodologies for Children with Disabilities: A Scoping Review

Authors: Xavier Mc Creanor, Rowena Naidoo, Verusia Chetty

Abstract:

The exclusion of children with disabilities from physical education presents notable health risks and hinders their overall development. Despite the acknowledged significance of inclusive education, there remains a limited understanding of effective teaching methodologies and curricula tailored to this demographic. In this scoping review, existing literature on physical education curricula and teaching methodologies for children with disabilities was systematically mapped. A comprehensive search across various electronic databases, including Google Scholar, EBSCOhost, the Cochrane Library, PubMed, and Science Direct, yielded 5,361 potential articles. Following the application of inclusion and exclusion criteria, 18 relevant studies were examined. The review highlighted persistent barriers to inclusion, such as inaccessible facilities and negative attitudes among educators. Noteworthy findings underscore the necessity for comprehensive training for physical education instructors and the adaptation of curricula to better accommodate diverse learning needs. The analysis identified significant themes, including the impact of legislative frameworks, educator preparedness, and cultural factors influencing participation. Structural changes and effective teaching strategies are imperative to cultivate inclusivity in physical education for children with disabilities. This review underscores the ongoing need for educators to develop professionally and adapt physical education curricula to enrich the educational experiences of children with disabilities.

Keywords: Children with disabilities, special needs education, physical education, curriculum, teaching methodologies.

References:

[1] D. D. McMahon, B. Barrio, A. K. McMahon, K. Tutt, and J. Firestone, "Virtual reality exercise games for high school students with intellectual and developmental disabilities," Journal of Special Education Technology, vol. 35, no. 2, pp. 87–96, 2020.
[2] C. H. Sit, T. L. McKenzie, E. Cerin, B. C. Chow, W. Y. Huang, and J. Yu, "Physical activity and sedentary time among children with disabilities at school," Medicine & Science in Sports & Exercise, vol. 49, no. 2, pp. 292–297, 2017.
[3] J. H. Rimmer, "Health promotion for people with disabilities: The emerging paradigm shift from disability prevention to prevention of secondary conditions," Physical Therapy, vol. 79, no. 5, pp. 495–502, 1999.
[4] A. Kirch, M. Schnitzius, F. Mess, and S. Spengler, "Who are our students? Understanding students' personality for refined and targeted physical education: A scoping review," Frontiers in Sports and Active Living, vol. 1, p. 31, 2019.
[5] M. E. Block and I. Obrusnikova, "Inclusion in physical education: A review of the literature from 1995-2005," Adapted Physical Activity Quarterly, vol. 24, no. 2, pp. 103–124, 2007.
[6] P. S. Westwood and P. Westwood, What teachers need to know about teaching methods. Australia: Australian Council for Educational Research, 2008.
[7] K. A. Jenkinson, G. Naughton, and A. C. Benson, "Peer-assisted learning in school physical education, sport and physical activity programmes: A systematic review," Physical Education and Sport Pedagogy, vol. 19, no. 3, pp. 253–277, 2014.
[8] M. Mousouli, D. Kokaridas, N. Angelopoulou-Sakadami, and M. Aristotelous, "Knowledge and attitudes towards children with special needs by physical education students," International Journal of Special Education, vol. 24, no. 3, pp. 85–89, 2009.
[9] T. Pocock and M. Miyahara, "Inclusion of students with disability in physical education: A qualitative meta-analysis," International Journal of Inclusive Education, vol. 22, no. 7, pp. 751–766, 2018.
[10] J. A. Haegele and S. Sutherland, "Perspectives of students with disabilities toward physical education: A qualitative inquiry review," Quest, vol. 67, no. 3, pp. 255–273, 2015.
[11] A. Doulkeridou, C. Evaggelinou, K. Mouratidou, E. Koidou, A. Panagiotou, and M. Kudlacek, "Attitudes of Greek Physical Education Educators towards Inclusion of Students with Disabilities in Physical Education Classes," International Journal of Special Education, vol. 26, no. 1, pp. 1–1, 2011.
[12] J. Kleinhans and D. Yu, "The impact of inter-provincial migration on the labor market outcomes in two developed provinces in South Africa," African Human Mobility Review, vol. 6, no. 2, 2020.
[13] M. Alves, M. Grenier, J. Haegele, and E. Duarte, "I didn’t do anything, I just watched: Perspectives of Brazilian students with physical disabilities toward physical education," International Journal of Inclusive Education, vol. 17, advance online publication, 2018.
[14] D. Zhang and V. G. Spencer, "Addressing the needs of students with autism and other disabilities in China: Perspectives from the field," International Journal of Disability, Development and Education, vol. 62, no. 2, pp. 168–181, 2015.
[15] L. Wegner and P. Struthers, "Sports for learners with physical disabilities in ordinary public primary schools in the Western Cape, South Africa: Disability sport," African Journal for Physical Health Education, Recreation and Dance, vol. 17, sup-1, pp. 103–112, 2011.
[16] R. Karabulut, "Exceptional children," in Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, L. A. Jones and R. K. Sawyer, Eds. pp. 271–281, 2022.
[17] A. C. Tricco et al., "PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation," Annals of Internal Medicine, vol. 169, no. 7, pp. 467–473, 2018.
[18] H. Arksey and L. O'Malley, "Scoping studies: Towards a methodological framework," International Journal of Social Research Methodology, vol. 8, no. 1, pp. 19–32, 2005.
[19] D. Levac, H. Colquhoun, and K. K. O'Brien, "Scoping studies: Advancing the methodology," Implementation Science, vol. 5, p. 1, 2010.
[20] M. L. Tanure Alves, J. A. Haegele, and E. Duarte, "We can’t do anything: The experiences of students with visual impairments in physical education classes in Brazil," British Journal of Visual Impairment, vol. 36, no. 2, pp. 152–162, 2018.
[21] N. S. Oguzhan and D. Hunuk, "Experiences of students with special needs on sport education model," Journal of Education and Training Studies, vol. 5, no. 13, pp. 70–78, 2017.
[22] C. L. Raimundo Martins, "Inclusive physical education: Educators' attitudes," Movimento, vol. 20, no. 2, pp. 637–657, 2014.
[23] B. R. Ireri, M. King'endo, E. Wangila, and S. Thuranira, "Policy strategies for effective implementation of inclusive education in Kenya," International Journal of Educational Administration and Policy Studies, vol. 12, no. 1, pp. 28–42, 2020.
[24] C. V. Callado, "Analysis of the effects of the implementation of cooperative learning in physical education," Qualitative Research in Education, vol. 1, no. 1, pp. 80–105, 2012.
[25] M. Ilkim, H. Tanir, and M. Özdemir, "Socialization effect of physical activity in students who need special education," Asian Journal of Education and Training, vol. 4, no. 2, pp. 128–131, 2018.
[26] N. Dvir, "Does physical disability affect the construction of professional identity? Narratives of student educators with physical disabilities," Teaching and Teacher Education, vol. 52, pp. 56–65, 2015.
[27] R. A. Darko, J. Mwangi, and L. J. Wachira, "Student educators' pedagogical knowledge on the inclusion of students with disabilities in practical physical education lessons in Ghana," International Journal of Whole Schooling, vol. 18, no. 1, pp. 51–73, 2022.
[28] S. J. Pedersen, P. D. Cooley, and C. R. Rottier, "Physical educators' efficacy in utilising paraprofessionals in an inclusive setting," Australian Journal of Teacher Education, vol. 39, no. 10, pp. 1–15, 2014.
[29] J. C. Maiwa and G. Ngeno, "Assessment of teacher competencies in handling physically challenged pupils in public primary schools in Kericho County," Journal of Education and Practice, vol. 8, no. 2, pp. 114–121, 2017.
[30] T. Wilhelmsen and M. Sørensen, "Physical education-related home–school collaboration: The experiences of parents of children with disabilities," European Physical Education Review, vol. 25, no. 3, pp. 830–846, 2019.
[31] K. Dixon, S. Braye, and T. Gibbons, "Still outsiders: The inclusion of disabled children and young people in physical education in England," Disability & Society, vol. 37, no. 10, pp. 1549–1567, 2022.
[32] D. I. Cristea, I. Moțoc, and A. C. Pop, "Aspects regarding the integration of children with special educational needs through participation in physical education," Baltic Journal of Health and Physical Activity, vol. 12, no. 5, p. 9, 2020.
[33] U. O’Connor and J. McNabb, "Improving the participation of students with special educational needs in mainstream physical education classes: A rights-based perspective," Educational Studies, vol. 47, no. 5, pp. 574–590, 2021.
[34] C. Mihajlovic, "Pedagogies for inclusion in Finnish PE: The educators' perspective," European Journal of Adapted Physical Activity, vol. 10, no. 2, 2017.
[35] J. W. Creswell, Research design: qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications, 2013.
[36] O. C. Robinson, "Sampling in interview-based qualitative research: A theoretical and practical guide," Qualitative Research in Psychology, vol. 11, no. 1, pp. 25–41, 2014.
[37] J. E. Clark, N. M. Kehrwald, and K. K. Higginson, "Pedagogical strategies for inclusive physical education," Journal of Physical Education, Recreation & Dance, vol. 90, no. 4, pp. 47–53, 2019.
[38] F. Smith, F. Brown, and L. Jones, "Teacher training and support for inclusive physical education: A review of literature from 2000-2019," European Physical Education Review, vol. 26, no. 1, pp. 39–56, 2020.
[39] L. Jones, F. Smith, and F. Brown, "Collaboration in physical education: A review of literature from 2000-2015," Journal of Teaching in Physical Education, vol. 35, no. 3, pp. 237–249, 2016.
[40] F. Smith and B. Johnson, "Collaboration and partnerships in physical education: A review of literature from 2000-2015," Journal of Teaching in Physical Education, vol. 37, no. 3, pp. 293–302, 2018.
[41] F. Brown, F. Smith, and L. Jones, "Differentiating instruction for students with disabilities in physical education," Journal of Physical Education, Recreation & Dance, vol. 88, no. 2, pp. 31–37, 2017.
[42] S. Chen, D. Stodden, and F. Xu, "Adapted physical education educators' perceptions of their roles and responsibilities for students with disabilities," Adapted Physical Activity Quarterly, vol. 36, no. 1, pp. 71–86, 2019.