TY - JOUR
T1 - Strategies to Increase Self-, Student, and Discipline Advocacy in Adapted Physical Education
AU - Trad, Alyssa M.
AU - R. Richards, K. Andrew
AU - Wilson, Wesley J.
N1 - Publisher Copyright:
© 2021 The Author(s).
PY - 2021/9
Y1 - 2021/9
N2 - While sharing some characteristics with their general physical education colleagues, adapted physical educators also face unique challenges related to their role. For example, both general and adapted physical education teachers encounter stress stemming from the marginalized nature of their discipline but may navigate such experiences differently. Adapted physical education teachers often serve in itinerant roles travelling among multiple schools and may provide services for upwards of 100 students. They must also have a functional understanding of a wide variety of disabilities, individualize instruction for each student, collaborate with service providers across several schools, and be an active team member in the individualized education program process. As a result, they may need to advocate for themselves, their students, and the role of the discipline in different and unique ways. Drawing from research on general and adapted physical education teacher socialization, and available research-informed practices, the purpose of this paper is to describe the unique stressors associated with teaching adapted physical education and strategies they may implement as part of local advocacy.
AB - While sharing some characteristics with their general physical education colleagues, adapted physical educators also face unique challenges related to their role. For example, both general and adapted physical education teachers encounter stress stemming from the marginalized nature of their discipline but may navigate such experiences differently. Adapted physical education teachers often serve in itinerant roles travelling among multiple schools and may provide services for upwards of 100 students. They must also have a functional understanding of a wide variety of disabilities, individualize instruction for each student, collaborate with service providers across several schools, and be an active team member in the individualized education program process. As a result, they may need to advocate for themselves, their students, and the role of the discipline in different and unique ways. Drawing from research on general and adapted physical education teacher socialization, and available research-informed practices, the purpose of this paper is to describe the unique stressors associated with teaching adapted physical education and strategies they may implement as part of local advocacy.
UR - http://www.scopus.com/inward/record.url?scp=85107545667&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85107545667&partnerID=8YFLogxK
U2 - 10.1177/00400599211018838
DO - 10.1177/00400599211018838
M3 - Article
AN - SCOPUS:85107545667
SN - 0040-0599
VL - 54
SP - 52
EP - 62
JO - Teaching Exceptional Children
JF - Teaching Exceptional Children
IS - 1
ER -