The use of consultation as a means of delivering educational
instruction to students with disabilities in the general physical education
setting is becoming increasingly prevalent in the United States and is most
frequently operationalized in a triadic model. In this model the adapted
physical educator serves as the consultant, the general physical educator
serves as the consultee, and the student serves as the target, or the one who
receives the intervention. The purpose of this phenomenological study was
to answer the following questions. What are adapted physical education
specialists' perceptions about consultation as a delivery model for
individuals with disabilities? How do adapted physical education
specialists define an effective consultation model for adapted physical
education? How do adapted physical education specialists define their role
in the consultation process?
Six adapted physical education specialists participated in this study.
Analysis included two in-depth individual interviews, a one-day field
observation with each participant, researcher notes, and a final focus group
including, definition, situational context factors, effectiveness, skills, training,
consultation model preferences and roles. It was apparent from these
participants that consultation interactions on behalf of students with
disabilities varied greatly based on the multidimensional and dynamic nature
of the educational environment. Results showed that the use of consultation
was more prevalent with middle and high school students. It was also found
that adapted physical education (APE) consultation could be presented on a
continuum from proximal to distal, dependent on the degree of interaction
between the APE specialist, the general education teacher and the student. The
effectiveness of consultation was dependent upon the general education
teacher's attitude, the APE specialist's skills, and the degree of administrative
support. Finally, five roles of the APE consultant were delineated from the
participants' descriptions of their job-related interactions. These roles were;
advocate, educator, courier, supporter/helper, and resource coordinator. / Graduation date: 1999
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/33645 |
| Date | 15 April 1999 |
| Creators | Lytle, Rebecca K. |
| Contributors | Collier, Douglas |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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