Exploring Perspectives of Youth with and Without Intellectual and Developmental Disabilities and varying intersectional identities towards a Mixed Abilities Physical Education Program and Quality Participation Experiences
Bibliographic record
Abstract
Students with intellectual and developmental disabilities (IDD) and various marginalized social identities (e.g. race, SES) have limited opportunities in to engage in physical education (PE). Guided by the theory of intersectionality and the quality participation (QP) framework, this exploratory case study investigated how to develop a mixed abilities PE curriculum in a marginalized school community in Ontario, Canada. Participants included youth with (n=3) and without (n=6) IDD, teachers (n=8), educational assistants (n=2), and a vice principal (n=1). Multiple methods were used including participant observation, guided photovoice, and semi structured interviews. A multi-level intersectional analysis was taken to explore the relationship between identities of participants, the sociopolitical school system and the building blocks of QP. School staff and students demonstrated interest in a mixed abilities PE program but noted certain requirements including: building strong rapport between staff and students in the program, inclusive instruction, appropriately trained staff, a student-matching process, and strategies for program sustainability. Youth with and without IDD provided similar examples for how the QP building blocks related to belongingness and meaning could be implemented in the program, e.g., having friends in the same class and fostering personal connections towards course materials. Youth also discussed how their intersectional social identities impacted their quality participation experiences (e.g., unable to afford sports programming outside of school). The results of this research will inform the essential components needed to develop an appropriate mixed abilities PE curriculum for youth with IDD and varying intersectional identities, based on the theoretical underpinnings of quality participation.
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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 | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.019 | 0.010 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.001 | 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".