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ERIC Number: EJ974179
Record Type: Journal
Publication Date: 2012
Pages: 20
Abstractor: As Provided
Reference Count: 87
ISSN: ISSN-1357-3322
"Drawing" on Disabled Students' Experiences of Physical Education and Stakeholder Responses
Fitzgerald, Hayley
Sport, Education and Society, v17 n4 p443-462 2012
Within education generally and more specifically physical education inclusion has become a central concern of legislation, policy and programming. Set within an environment where there is much "talk" of inclusion this paper seeks to interrogate adult stakeholders' understandings of inclusion by exploring their responses to the drawings and commentary of young disabled students' experiences of mainstream physical education. By engaging in this research in this way I attempt to "connect" these conversations about inclusion. Four main themes emerged from these data including: (1) "activity setting"; (2) "enjoying physical education"; (3) "challenging practice"; and (4) "stakeholder empathy". In concluding, this paper highlights the contradictory and inconsistent views stakeholders express about inclusion. Furthermore, the utility of adopting a data generation strategy incorporating student drawings and stakeholder responses is reflected upon. (Contains 3 figures and 5 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United Kingdom (England)