Physical Educators’ Attitudes Toward Teaching Students With Disabilities After a Paralympic School Day Professional Development Program

Abstract

Purpose: This study aimed to examine physical educators’ attitudes toward teaching students with disabilities in general physical education after participating in a Paralympic School Day professional development program. Methods: Elementary through high school physical education teachers participated in a Paralympic School Day professional development program. Data from focus groups and written reflections were analyzed deductively and inductively using a three-step approach. Results: The analysis revealed five interrelated themes: (a) “you’re trying to accommodate everyone, and so it’s hard”; (b) “putting yourself in other people’s shoes”; (c) “I definitely want to use these ideas”; (d) “It made me think about all of my students”; and (e) “not talking is the hurtful action.” Discussion: Following the Paralympic School Day professional development program, physical educators described a shift in attitudes characterized by a desire to implement inclusive teaching practices and an enhanced focus on promoting conversations with individuals with disabilities.