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. 2020 Apr 1;37(2):141-149.
doi: 10.1123/apaq.2019-0094. Epub 2019 Dec 19.

Understanding the Inclusiveness of Integrated Physical Education From the Perspectives of Adults With Visual Impairments

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Understanding the Inclusiveness of Integrated Physical Education From the Perspectives of Adults With Visual Impairments

Justin A Haegele et al. Adapt Phys Activ Q. .

Abstract

The purpose of this study was to examine the perspectives of individuals with visual impairment toward inclusion and the inclusiveness of their integrated physical education experiences. A retrospective, qualitative-description research approach was used, and 10 adults (age 20-35 years) with visual impairments acted as the participants. The data sources included one-on-one telephone interviews and reflective interview notes. A theoretical thematic analysis approach was used to analyze the data. Three interrelated themes were identified: "I always felt like a misfit": a missing sense of belonging, acceptance, and value; "I felt very excluded, very pushed to the side": lack of access to activity participation; and "Even though it sucked, I do agree with it": preference for integrated settings. Collectively, the participants recalled that experiencing feelings of inclusion during physical education were rare. Despite this, they expressed a perceived importance of being integrated in contexts with their peers.

Keywords: adapted physical education; blindness; inclusion; qualitative; social justice.

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