As an increasing number of cultures assimilate into the nation, the composition of physical education classes is changing. However, there is another aspect to consider when examining the structure of today’s physical education class. A growing number of classes now have students with disabilities entering into the gymnasium, requiring instruction, expecting knowledge, and desiring full participation. Indeed, over the past two decades, the number of students with disabilities taught in general physical education classes has increased significantly (Ko & Boswell, 2013, p. 224). Furthermore, as the number of students with disabilities grows in physical education classes so grows the number of concerns regarding serving these students. In
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Although I concede that pre-service training has limitations, I still insist pre-service training results in self-actualization and teacher efficacy that would be restricted without pre-service experiences involving students with disabilities. Ultimately, teacher success improves when pre-service training is foundational, followed by future learning, and continued professional …show more content…
Consequently, this leads to physical education teachers who are content in rolling out a ball and who “believe they are doing some kind of organized childcare, thereby merely giving other teachers a break from the students, rather than engaging students in the kind of exploratory, social, kinesthetic education so essential for young adolescents” (Sears, Edington, & Hynes, 2014, p. 26). Unfortunately, beliefs such as this exist and often results in physical education teachers becoming marginalized individuals. An ironic occurrence given the fact that these same teachers are responsible for insuring students with disabilities receive appropriate and adequate instruction. Ultimately, physical education teachers should strive for the highest standards in all areas of teaching to avoid the pitfalls of ‘rolling the ball out’. In conclusion, physical education teachers face the renewed challenge of meeting the needs of every student. Students with disabilities represent an opportunity for physical education teachers to shine and rise above the norm. Admittedly changing pre-service training and professional development requires patience and perseverance; however, the significance of these two cornerstones of teacher efficacy and student success
Although I concede that pre-service training has limitations, I still insist pre-service training results in self-actualization and teacher efficacy that would be restricted without pre-service experiences involving students with disabilities. Ultimately, teacher success improves when pre-service training is foundational, followed by future learning, and continued professional …show more content…
Consequently, this leads to physical education teachers who are content in rolling out a ball and who “believe they are doing some kind of organized childcare, thereby merely giving other teachers a break from the students, rather than engaging students in the kind of exploratory, social, kinesthetic education so essential for young adolescents” (Sears, Edington, & Hynes, 2014, p. 26). Unfortunately, beliefs such as this exist and often results in physical education teachers becoming marginalized individuals. An ironic occurrence given the fact that these same teachers are responsible for insuring students with disabilities receive appropriate and adequate instruction. Ultimately, physical education teachers should strive for the highest standards in all areas of teaching to avoid the pitfalls of ‘rolling the ball out’. In conclusion, physical education teachers face the renewed challenge of meeting the needs of every student. Students with disabilities represent an opportunity for physical education teachers to shine and rise above the norm. Admittedly changing pre-service training and professional development requires patience and perseverance; however, the significance of these two cornerstones of teacher efficacy and student success