Adapted physical education research from the perspectives of teachers, peers, and parents

• Published in: Routledge Handbook of Adapted Physical Education pp. 410 - 431
• Main Authors: Kozub, Francis M., McKay, Cathy, Columna, Luis
• Format: Book Chapter
• Language: English
• Published: Routledge 2020
• Edition: 1
• Subjects: ADHD; Increase Pa Behavior; Parent Perspectives; In-service Physical Educators; Teacher Candidate Attitudes; Contact Theory; Special Education Literature; Physical Educators; Parent Input; Peer Attitudes; Pe Setting; Evidence Based Practices; Ape Teacher; Pa Behavior; Ape Program; Disability Sport; Motor Skill Intervention; ICF; Adapted Physical; PA Programming; Attention Deficit Hyperactivity Disorder; Ape; Significant Disproportionality; Ape Service; Successful Learning Outcomes
• ISBN: 0367146118; 9780367146115
• DOI: 10.4324/9780429052675-31

Teachers, peers, and parents are three important groups who impact the lives of children with disabilities in educational systems. Adapted physical education (APE) researchers have studied these three groups and concluded that teacher training is important, peers are influential in learning, and parents are important members of the educational team. This chapter outlines the key research findings in relation to teacher, peer, and parent variables in physical education (PE) settings. Understanding the interactions between teachers, peers, and parents in PE settings is important in designing future studies aimed at increasing successful educational programming that helps children with disabilities transition into adult living.