Running head: LITERATURE REVIEW – DOMAIN F 1

Carly E. Wudel

Literature Review – Domain A

TED 690: Capstone Course

March 16, 2018

National University

Dr. Carol M. Sheperd

LITERATURE REVIEW – DOMAIN F 2

Abstract

This paper contains a review of Inclusive physical education by Barrie Gordon, a Senior Lecturer

at Victoria University of Wellington. Gordon’s article focuses on teachers’ perceptions of

making physical education inclusive for all and also presents different strategies to include

students with disabilities into Physical Education courses. This paper also includes a personal

reflection about how the information presented in the article relates to my own teaching

philosophies, especially as I grow professionally.

LITERATURE REVIEW – DOMAIN F 3

Literature Review – Domain F

According to Costantino, De Lorenzo, and Tirrell-Corbin (2009), a professional

development plan should be focused “on continued professional growth related to…individual

career objectives” (p. 18). Throughout my career, I want to ensure that I am somebody (whether

that be as a teacher or just a regular person) who makes everybody feel like they are somebody.

Inclusion is very important in many different realms of both life and education, but I firmly

believe creating more opportunities for inclusive physical education is imperative. Barrie

Gordon, a Senior Lecturer at Victoria University of Wellington, wrote a peer-reviewed article

titled, Inclusive Physical Education, which explores teachers’ perceptions, physical education

curriculum, and practical applications for both teachers and learners with regards to inclusion.

Gordon (2011) explains that both teachers and students alike are responsible for inclusion

(or lack thereof) in a physical education setting. He explains that often times, students with

disabilities experience what is called “functional exclusion,” which means that the student with a

disability is included in the class, but that student does not participate in the activity with their

peers in a meaningful way (Gordon, 2011, p. 20). Some examples of functional exclusion are

when the teacher asks a student with a disability to be the score keeper, to be the referee or

judge, or to go work by themselves on completing a task without any of their other classmates.

Functional exclusion means that the student(s) with disabilities are physically there, in the class,

but they are not provided with the same opportunities to be involved in and enjoy the activity

with the rest of the class. According to Tripp et al., inclusion is “not just an action or set of

actions;” instead, it is more of “an attitude, a value, and a belief system” (as cited by Gordon,

2011, p. 20). Gordon (2011) also claims that physical education teachers often “lack

confidence” and many “feel unprepared to teach students with disabilities” (p. 20). I firmly
LITERATURE REVIEW – DOMAIN F 4

believe that this has to change. Teachers, specifically Physical Education teachers, need to take

the time to grow as professionals within the realm of inclusive education. We all need to feel like

we have the tools necessary to teach all students, including those who may have physical

disabilities.

Many physical education curriculums are not currently designed to meet the needs of all

students. Often times, the only students who flourish in physical education are also the student-

athletes who are dominating in team sports and other extra-curricular activities. There doesn’t

seem to be specific activities and/or approaches to physical education that are inclusive to all… I

believe that this needs to change as soon as possible. Gordon (2011) states that changing the

culture in physical education in order to be more inclusive of all students will involve changing

the way physical education is organized, how students are grouped in class, how equipment and

other resources are utilized, in addition to changing the viewpoint on what constitutes

meaningful physical education. I agree with Gordon in that many changes are necessary in order

to be fully inclusive in physical education. Teachers need to take the time to get to know each

student, especially those with a disability, in order to figure out which adaptations need to be

made in order for the student to be successful in the class.

Adaptations can, and should, be made in order to meet the needs of every student

enrolled in a physical education class. Gordon (2011) explains that there are three principles

underpinning the process of deciding what adaptations to make for the class:

- “Adapt activities as little as possible”

- “Do not allow the adaptations to change the intended outcomes for the activity”

- “Do not allow the adaptations to negatively impact the experiences of other students in

the class.”
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Inclusion in P.E. and making adaptations to lessons should be done in a manner that

respects all of the students and does not put them in a situation that could potentially result in

teasing or ridicule from other students. As a teacher, it is our job to meet the educational needs of

all students in our classes. One of my goals for professional development was to learn about

different ways to include students with disabilities in my P.E. classes and to gain more

experience working with people who have disabilities. This article is one step towards achieving

that goal. Gordon presented three basic principles to use in the process of making adaptations

that I will begin to use immediately in my day-to-day teaching. His first principle about adapting

activities as little as possible is crucial to remember. It is important to not make assumptions

based on appearance or diagnosis… I need to always remember to make an effort to understand

what the student can do or take a look at their abilities before focusing in on their disabilities.
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References

Costantino, P., Lorenzo, M., & Tirrel-Corbin. C. (2009). Developing a Professional Teaching

Portfolio: A Guide for Success, 3rd Edition, Pearson Publishing.

Gordon, B. (2011). Inclusive physical education. New Zealand Physical Educator, 44(2), 20-21.

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