Inclusive Physical Education in Secondary School: An Exploration of Curriculum, Current Literature, and Teacher Perspectives
Bibliographic record
Abstract
Inclusive education involves the participation of all children, including those with disabilities, as an expectation within mainstream education. The goal of inclusive education in Ontario, Canada is for all students, regardless of differences, to have equitable access to curriculum instruction with their typically developing peers. Physical education (PE) involves curriculum delivery in unique settings. While inclusive practice in PE has been studied in elementary schools, less research has focused on secondary school. In this dissertation, I explore how curriculum, resources, and educational practices support or create barriers for provision of inclusive PE in secondary schools. The first manuscript describes a critical discourse analysis of the 2015 Ontario Physical Education Curriculum, Grades 9-12. Analysis considers how language is used and reflected within curricular text to represent inclusion. The analysis highlights that teachers require support beyond policy to practice inclusion, and advocates for teacher and student voices to be represented in curricular documents. The second manuscript presents a rapid review of current literature to overview resources for Universal Design for Learning (UDL) available to support implementation in PE settings. Findings show that literature available to encourage professional development in universal design in PE is limited but growing. Physical educators still require support to facilitate implementation of UDL in practice. The third manuscript uses interpretive description to explore the perspectives of Ontario secondary school PE teachers implementing inclusive PE. Physical educators express a need for professional development opportunities and in-situ resources that provide informed knowledge about inclusive practices. The discussion chapter reflects on the exploratory findings of this research. Collaboration with school-based rehabilitation health professionals, such as occupational therapists and physical therapists, may provide a novel approach to support physical educators. Future research, policy, and practice initiatives should consider teacher agency within the context of system-based barriers that exist and influence inclusive PE.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.005 | 0.009 |
| Science and technology studies | 0.011 | 0.013 |
| Scholarly communication | 0.013 | 0.007 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".