Teachers’ Experiences with the Inclusion of Students with Special Needs in Physical Education
Bibliographic record
Abstract
The purpose of this qualitative study was to investigate the experiences of Ontario certified teachers with the inclusion of children with special needs in physical education. Data was gathered through the process of convenience sampling and semi-structured interview, from four teacher participants. Following the interviews, a rigorous analysis revealed three important themes. The first finding explored connections between professional development, number of years teaching, and the amount support from other professionals and the effect on the confidence of teachers’ inclusive practices. This gave novel insight into the need for support in the physical space of the gym, and the need for professional collaboration. Challenges for implementation of inclusive physical education have us insightful information about the lack of adapted equipment in physical education environments. Lastly, teachers’ practices related to inclusive physical education were explored which provides examples of practical strategies that educators are currently using to support children with special needs in inclusive physical education programs. This research is important for all members of the educational community in order for schools to promote the benefits of physical education to all students.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".