Taking Steps to Inclusion: A Content Analysis of a Resource Aimed to Support Teachers in Delivering Inclusive Physical Education

被引：7

作者：

Tristani, Lauren ^{[1
]}

Tomasone, Jennifer ^{[2
]}

Gainforth, Heather ^{[3
]}

Bassett-Gunter, Rebecca ^{[1
]}

机构：

[1] York Univ, Kinesiol & Hlth Sci, Toronto, ON, Canada

[2] Queens Univ, Sch Kinesiol & Hlth Studies, Kingston, ON, Canada

[3] Univ British Columbia Okanagan, Sch Hlth & Exercise Sci, Okanagan, BC, Canada

来源：

INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION | 2021年 / 68卷 / 01期

关键词：

Behaviour change; content analysis; health; inclusion; inclusive practice; physical education; professional development; students with disabilities; teacher education; PARTICIPATION; DISABILITIES; ATTITUDES; CHILDREN; STUDENTS; YOUTH; KNOWLEDGE; BENEFITS; EFFICACY; BEHAVIOR;

D O I：

10.1080/1034912X.2019.1662890

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Quality inclusive physical activity (PA) programmes have demonstrated vast benefits for individuals with (e.g.) and without disabilities. For example, among people with disabilities, PA participation is related to enhanced social inclusion, reduced risk for secondary health conditions, optimised physical functioning, and improved overall well-being. Although the benefits of PA are well documented, children and youth with disabilities are less likely to participate in PA compared to those without disabilities.

引用

页码：116 / 135

页数：20

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