The purpose of this study was to explore the perceptions of students with disabilities who were participating in an inclusive physical education setting. The information gained will add to the existing knowledge base regarding the placement of students with and without disabilities in a common setting. Given the importance of ensuring that the students with disabilities are able to truly participate in an inclusive setting, the study focused on obtaining and evaluating perceptions with respect to both the inclusive physical education setting and physical activity in general. Participants were seven students with various disabilities from two high schools which utilize inclusive physical education programs. Gaining and understanding of the perceptions of those students required use of various methods, including observations, interviews and visual methodologies. Observations provided information as to the manner in which all students interacted in the classroom setting. Interviews elicited the thoughts of the students with disabilities regarding physical activity, their participation in such activities and their participation in the physical education classroom. Use of visual methods, including pictures and personal artifacts, elicited further thoughts by prompting memories and allowing for further expression of feelings. Students exhibited positive attitudes on physical activity, recognizing the importance of such activity and sharing the belief that a person with a disability is able to participate in physical activities. While students had a positive perception of the inclusive physical education setting, they indicated activity modification would enhance their level of participation. The perceived modifications were predominantly focused on being able to choose an activity during class, one in which they felt they were more likely to succeed. Findings suggest that consideration of students’ perceptions of physical activity, including the perceived impact of their disability must continue to be considered by educators in developing inclusive physical education programs. Such perceptions may impact the level of student participation in an activity and in the physical education class. This is critical for future practice in order to identify additional ways of ensuring that students with disabilities will continue to participate in physical activities, while accepting the limitations of a disability when necessary.

The present material that would be acceptable in the high school physical education class required a study of the various types of dances from Hawaii. There appeared to be two main classifications of dance forms: the modern and ancient. In the modern form, hip, torso, simple and intricate step patterns, as well as hand and arm motions, are used to convey the meaning and rhythm of the music . This style is not readily adaptable to the high school situation, nor does it lend itself to transmission by written form. The ancient danses, on the other hand, relied upon the hands and arms to convey meaning leaving the torso free to augment the motion of the hands. The foot movement was also minor with many of the dances remaining stationary or moving not more than one step in one direction before returning to the original position.

Teachers in physical education, in common with all other teachers, are confronted with two problems. One relates to the question of what to teach and the other related to the question of how to teach. The first is referred to as the content of the curriculum, and the second is considered the technique of teaching. The application of sound teaching techniques with the use of properly selected and organized activities will increase the effectiveness of skills teaching. This thesis does not take up the technique or method of teaching, rather it is concerned with the matter of formulating a partial course of study for some of the activities that should be taught at Lodi Union High School.

Many physical educators active in the field fail to accept this recent trend as an educational challenge. There continues to be a lack of diligent work on the development of a worthy instructional curriculum. The purpose of this study is to provide an objective and tangible outline for the physical education curriculum for the La Puente Union High School District. Definite objectives, methods, course content, and procedures need to be established to justify the existence of physical education in the school program.

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