Perspectives of Children with Physical Disabilities on Inclusion and Empowerment: Supporting and Limiting Factors
Adapted Physical Activity QuarterlyPublished 1 July 2002
Yeshayahu Hutzler, Osnat Fliess, Anat Chacham, Yves Van den Auweele
Citations113
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SJR score0.47
SNIP0.76
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TL;DR
The purpose was to explore the personal experiences of children with physical disabilities in physical education (PE) and to identify supporting and limiting mechanisms to their inclusion and empowerment.
Abstract
The purpose was to explore the personal experiences of children with physical disabilities in physical education (PE) and to identify supporting and limiting mechanisms to their inclusion and empowerment. A computerized analysis of individual profiles was performed based on in-depth interviews with 8 females and 2 males, ages 9 to 15, who were included in regular PE classes. Two individual profiles served as examples for situations faced during inclusive settings and typical reaction patterns. A comparative qualitative analysis of interview themes generated five main categories of themes: assistive devices, physical activity, peers, important adults, and self. Experiences during physical activity were identified as supporting or limiting empowerment within each category, based on selected criteria. An almost equal distribution of supporting and limiting factors was observed.
Keywords
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