Co-production of a Mixed Abilities Physical Education Curriculum for Youth with and without Intellectual and Developmental Disabilities
Bibliographic record
Abstract
Guided by the quality participation framework, this dissertation addressed inequality in physical education (PE) opportunities for youth with intellectual and developmental disabilities (IDD) by co-producing a mixed abilities PE curriculum in partnership with a school located in a marginalized community in Toronto, Canada. Study 1 was scoping review synthesizing evidence on characteristic elements, outcomes, and facilitation strategies of school-based physical activity (PA) programs for youth with IDD. The 19 studies reviewed included programs lasting 6 to 40 weeks, with 20–90-minute sessions held one to four times per week. Outcomes focused on fitness and psychological aspects. Engagement strategies included pedagogical models, individualized training, peer support, and activity variety. Study 2 was an exploratory case study using multiple data collection strategies (guided photovoice, semi-structured interviews, reflexive journals, and field notes) with 20 members of the school community: three youth with IDD, six without disabilities, one administrator, and 10 teachers. The school community found co-producing a mixed abilities PE course meaningful. Results highlighted how diverse identities (e.g., disability, race, gender), social structures (e.g., the education system), and active agents (e.g., teachers) influenced youth perceptions of the experiential elements of quality participation (e.g., belongingness). Study 3 used a modified nominal group technique to gain consensus on curriculum content, outcomes, and implementation needs. Two advisory groups were formed: one with school staff (n=5), Special Olympics Ontario staff (n=1), and caregivers (n=8); the other included youth with (n=3) and without IDD (n=2). Preferred course structure included 30 minutes of PA, starting three days per week and increasing to five. Desired outcomes included quality participation, friendship, fitness, and socialization. Key implementation strategies included adequate staffing, staff and student buy-in, videos of activities prior to participation, and communication strategies. The results of this dissertation support the perspectives of youth with IDD within a process of co-production to develop a PE curriculum that is catered to the desires and needs of marginalized populations. It offers practical guidance for using modified nominal group techniques in schools and a mixed abilities PE curriculum for future implementation within high schools looking to provide more meaningful PA opportunities for youth with IDD.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.001 | 0.001 |
| 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".