Adapted Physical Education: Socially Constructed to Be Marginalized and Misunderstood

• In Event: Research on Learning and Instruction in Physical Education Poster Session

Abstract

In this study, we sought to understand the workplace experiences of itinerant adapted physical education (APE) teachers with specific respect to marginalization and perceived mattering. Participants included 31 itinerant APE teachers (22 female, 9 male). Data were collected through semi-structured interviews lasting between 30 and 60 minutes. Data were analyzed using a multiphase qualitative procedure grounded in inductive and deductive analysis as well as constant comparison. Three themes were constructed: (a) lack of understanding related to APE and students with disabilities; (b) APE is marginalized, leaving teachers isolated; and (c) identity challenges in APE contribute to misunderstandings. These findings extend our understanding of the socialization processes of APE teachers and have implications for teacher recruitment and retention.

Authors

• K. Andrew R. Richards, University of Illinois at Urbana-Champaign

• Alyssa Trad

• Wesley J. Wilson