Background/Purpose Lack of expertise of teachers in general physical education (GPE) has been identified as a major problem associated with inclusion (Block and Obrusnikova, 2007). Several studies indicated that insufficient inclusion training (Hodge et al., 2004; Lieberman, et al. 2002; Smith & Green, 2004) during preparation has reduced successful inclusion. Few studies have explored teachers' perceptions about inclusion of students with disabilities in their GPE classes. Therefore, this study explored teachers' perceptions and their learning experiences in relation to inclusion. Specific research questions related to inclusive GPE classes focused on: 1) teachers' perceptions, 2) teachers' preparation, and 3) needs of teachers for successful inclusion.
Method Interviews were conducted with seven elementary physical educators whose experience teaching ranged from 8-16 years. All interviews were audio-taped and transcribed verbatim. Data were analyzed using constant comparison. Trustworthiness was established through triangulation of the data, peer review and debriefing, and member checking.
Analysis/Results Coded data were categorized into the following themes: 1) dedication to teaching all children, 2) necessity of adaptations, and 3) challenges of effective teaching.
Conclusions In light of these results, this school district needed to provide extended professional development programs concerning inclusive physical education and increase adapted equipment. Results also suggested that hands-on learning experiences for teachers during both teacher preparation and professional development programs were needed.