The purpose of this study was to gain an understanding of mothers perspectives of their childrens experiences in inclusive physical education. It describes the value mothers placed on physical education, the meaning they ascribed to their childrens physical education experiences, the role of the Personal Program Plan (PPP) in mothers communication with the school, and the other means of communication they used to share their thoughts about childrens participation. The stories of mothers of elementary (1 boy, 3 girls) and secondary (2 boys, 1 girl) aged children with spina bifida were collected and analyzed using the hermeneutic phenomenological methods of semi-structured interviews, artifacts, documents, and field notes. The thematic analysis revealed three themes: A Good Thing But, Connection to Disability Sports, and Beyond the Curriculum. Peters (1996) model of disablement provided the conceptual framework for the interpretation of the findings.

The purpose of this study was to gain an understanding of mothers perspectives of their childrens experiences in inclusive physical education. It describes the value mothers placed on physical education, the meaning they ascribed to their childrens physical education experiences, the role of the Personal Program Plan (PPP) in mothers communication with the school, and the other means of communication they used to share their thoughts about childrens participation. The stories of mothers of elementary (1 boy, 3 girls) and secondary (2 boys, 1 girl) aged children with spina bifida were collected and analyzed using the hermeneutic phenomenological methods of semi-structured interviews, artifacts, documents, and field notes. The thematic analysis revealed three themes: A Good Thing But, Connection to Disability Sports, and Beyond the Curriculum. Peters (1996) model of disablement provided the conceptual framework for the interpretation of the findings.

Conclusion: These results suggest that PE teachers, school managers should account for parent satisfaction when making decision for better inclusive PE classes for children with special education needs. Social demographics could also play a role in how parents perceive inclusive PE. However, additional research is recommend ed to explore parental expectations and satisfaction with PE Keywords: Parental Satisfaction, Inclusive ph ysical education, Special needs

Title: Inclusion of pupils with physical disabilities into physical education in schools in Prague and Central Bohemian region. Objectives: The Thesis analyses the current state of inclusion of pupils with physical disabilities into physical education classes and the experience with this process in schools in Prague and the Central Bohemian region. Methods: The procedure of public inquiry, created by adapted physical activity experts from UP in Olomouc, was applied to fullfill the objectives of the Thesis. The structured as well as unstructured questions made it possible to describe the structure of the group of physically handicapped pupils and found out especially the reasons for releasing these pupils from physical education classes, preparedness of schools for including pupils with physical disabilities into these classes and the forms of support, which are from the perspective of schools indispensable for the inclusion into physical education. Results: Inclusion of the pupils with physical disabilities into the physical education classes in schools in Prague and the Central Bohemian region does take place. However, the conditions are not entirely satisfactory and it is applied in particular to pupils with a lighter type of physical disability. The results of the Thesis indicate a shortage of...

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-31T13:24:21Z No. of bitstreams: 1 carolinalessacataldi.pdf: 1485612 bytes, checksum: 01cabb4a945f1d0650d348630b10b280 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T02:57:16Z (GMT) No. of bitstreams: 1 carolinalessacataldi.pdf: 1485612 bytes, checksum: 01cabb4a945f1d0650d348630b10b280 (MD5) / Made available in DSpace on 2016-04-24T02:57:16Z (GMT). No. of bitstreams: 1 carolinalessacataldi.pdf: 1485612 bytes, checksum: 01cabb4a945f1d0650d348630b10b280 (MD5) Previous issue date: 2013-05-21 / A presente dissertação é fruto do trabalho de mestrado intitulado - Os caminhos percorridos pela Educação Física Inclusiva: Uma reflexão a partir do perfil e propostas pedagógicas dos professores de Educação Física. Esse trabalho foi organizado em capítulos que assumem o formato de artigos, o que permite discorremos acerca das temáticas a seguir apresentadas. No primeiro capítulo - intitulado Implantação e implementação da Educação Física Inclusiva, identifica-se os principais apontamentos históricos da Política de Educação Inclusiva brasileira e faz-se uma proposta de implementação da Educação Física escolar inclusiva. O segundo capítulo - Perfil dos alunos/professores do curso de formação continuada em atividade física para pessoas com deficiência, diagnostica o perfil de professores de diversas regiões do Brasil responsáveis por diferentes componentes curriculares da educação básica, secundária e/ou superior, oportunizados a participar do curso de formação continuada “Aperfeiçoamento em atividade física para pessoas com deficiência”, na modalidade a distância, oferecido até o momento em cinco versões pela Secretaria de Educação Continuada Alfabetização, Diversidade e Inclusão – SECADI/MEC, em parceria com a Faculdade de Educação Física e Desportos da Universidade Federal de Juiz de Fora (FAEFID-UFJF), com foco na Educação Inclusiva, mais especificamente na Educação Física Inclusiva. O terceiro capítulo - A inclusão de pessoas com deficiência nas aulas de Educação Física escolar: Análise das práticas pedagógicas, aprofunda as discussões anteriores ao mapear e categorizar as práticas pedagógicas dos professores de Educação Física que estão expostos às complexas mudanças geradas pelo processo de inclusão, sendo possível identificar características desta prática e o entendimento que os principais agentes da inclusão escolar têm sobre o que seria uma Educação Física inclusiva. O quarto capítulo - Educação Física Inclusiva: Um panorama das publicações científicas entre 2000 e 2012, apresenta um mapeamento e uma avaliação/categorização da produção do conhecimento em 26 periódicos indexados no Qualis, publicados no período de 2000 a 2012, e que abordam com frequência as temáticas relacionadas à Educação, Educação Física, Deficiência e Inclusão, analisando o cruzamento das mesmas e objetivando estabelecer um panorama das publicações sobre Educação Física Inclusiva. Este encerra nossa empreitada, lançando algumas reflexões acerca da configuração encontrada. / This study is a master thesis titled - The paths taken by the Inclusive Physical Education: a thinking from the teaching proposals and profile of Physical Education teachers. This study was organized in chapters that have been taken the form of articles which allows the discussion of the topics listed below. In the first chapter, entitled - Deployment and Implementation of Inclusive Physical Education, identifies the main historical registers of the Inclusive Education Policies in Brazil and suggests a bid to implement an Inclusive Physical Education at schools. The second chapter - Profile of students/ teachers training course in continuous physical activity for people with disabilities, presents the teacher‟s profile, from several Brazilian regions, responsible for different elements of the basic, and secondary or higher education curriculum, engaged in the "Physical activity for people with disabilities" post graduation distance course, offered, until this moment, in five versions by the Department of Continuing Education Literacy, Diversity and Inclusion - SECADI / MEC in partnership with the Faculty of Physical Education and Sports, Federal University of Juiz de Fora (FAEFID-UFJF), focusing on Inclusive Education, specifically in Inclusive Physical Education. The third chapter - The inclusion of people with disabilities in physical education classes: Analysis of teaching practices, deepens the previous discussions mapping and categorizing the pedagogical practices of Physical Education teachers who are exposed to complex changes generated by the inclusion process; and it is possible to identify characteristics of the practice and understanding that the major agents of educational inclusion have about what would be an inclusive physical education. The fourth chapter - Inclusive Physical Education: An overview of scientific publications between 2000 and 2012, carried out a mapping and assessment / categorization of knowledge production in 26 journals indexed by Qualis, published from 2000 to 2012, that often approach the issues related to Education, Physical Education, Disability and Inclusion. This chapter also analyze the intersection of these and aim to establish an overview of the publications on Inclusive Physical Education. This chapter concludes our enterprise, throwing some thoughts on our findings.

Physical education is important to promote physical activity of adolescents with and without disabilities, but many adolescents are not active during physical education classes. Innovative instructional strategies are imperative to change this phenomenon, but it will be challenging to develop effective instructional strategies without thorough understanding of students' physical activity behavior in physical education settings. Two studies were conducted to comprehensively understand physical activity behavior of adolescents with and without disabilities in inclusive physical education classes at middle schools. The first study investigated the utility of the integrative theory to predict students' physical activity intentions and behavior at the intrapersonal level. A total of 577 participants, including 24 adolescents' with disabilities, were recruited from 8 middle schools in Korea. In a prospective design, participants' psychosocial constructs and physical activity data were collected by survey questionnaires and electronic pedometers. A multilevel (design-based) structural equation modeling using maximum likelihood estimation with robust standard error correction found that students' attitudes, subjective norms, and barrier-efficacy significantly predicted students' goal intentions. Students' implementation intentions and task-efficacy were significant predictors of physical activity behavior. In addition, implementation intentions completely mediated the relationship between goal intentions and physical activity behavior. The second study investigated three conceptual models, including process-product model, student mediation model, and ecological model, to predict students' physical activity behavior at the interpersonal and environmental levels. A total of 13 physical educators teaching inclusive physical education and their 503 students, including 22 students with disabilities, were recruited from 8 middle schools in Korea. A series of multilevel (model-based) regressions with maximum likelihood estimation showed that the ecological model was the most effective model in prediction of students' physical activity behavior. Specifically, it was found that teachers' teaching behavior and students' implementation intentions were significant predictors of the students' physical activity behavior when interacted with gender, disability, lesson contents, instructional models, and class locations. In conclusion, findings suggest that intrapersonal, interpersonal, and environmental predictors provide a systematic account in the understanding of students' physical activity behavior in physical education settings. Future studies should consider all three factors simultaneously to effectively develop instructional strategies that promote physical activity of adolescents' with and without disabilities in physical education classes. / Graduation date: 2013