Parents' Perceptions of the Factors Essential for Integrated Physical Education Programs

Abstract

Since the passage of the Education for All Handicapped Children Act in 1975, problems remain regarding appropriate placement of children into least restrictive learning environments in physical education. Many educational placements are ineffective for reasons that have little relationship to the children's abilities, and this has resulted in an ongoing need to seek alternative methods of assessing children for appropriate class placements. Parents have always been involved in this decision-making process. As advocacy and training programs have increased their effectiveness as resource personnel, parents' roles in the education process have broadened. Because of parents' enhanced capabilities as support personnel, and the crucial roles they play in their children's educational programs, this study investigated parents' perspectives regarding the factors essential for placement of children with disabilities into integrated physical education programs. Seventy-five parents completed a 21-item survey to determine factors essential for integrated physical education programs. Results suggested that class size, program support, physical and communicative skills, health status, and motivation were prerequisites of an effectively integrated program.