Abstract:
Movement education and adapted physical activity are content areas not
addressed in pre-service education or in-service training for Ontario practitioners
working with individuals with disabilities in physical environments. Consequently,
physical activity is often overlooked by service providers in programming and
intervention for exceptional young learners. A formative evaluation, multiple-case
study design was employed in this research in which a purposeful sample of expert
practitioners performed a guided, descriptive evaluation of a three-day professional
development workshop curriculum designed to supplement these areas lacking in
professional preparation within their respective cohorts. Case-by-case and
comparative analyses illustrated the inherent assumptions and societal constraints
which prioritize the structure of professional development within the education
system and other government organizations providing services for school-aged
persons with disabilities in Ontario. Findings, discussed from a critical postmodern
perspective, illustrate the paradoxical nature of Western values and prevailing
mind/body dichotomy that guide professional practice in these fields.
