Abstract:
This research offered children with disabilities the opportunity to express their
voices in the description of their movement experiences. Three children aged 10-13
shared their experiences in school physical education and adapted physical activity.
Observations of participants using interactive media activities in an adapted physical
activity program were used to supplement interviews. The aim of this research was to
discover how future professionals are prepared to design and implement physical activity
and physical education programs for children with disabilities. A document analysis of
Ontario university course calendars in the fields of physical education and kinesiology,
disability studies, and teacher education was utilized. Data from each data context
underwent four levels of reduction: 1) content, 2) categorical, 3) thematic, and 4)
indigenous typologies. Findings are presented at each level leading to the presentation of
indigenous typologies. Typologies of Forbidden-ness and Dichotomous Thinking were
identified in the research.
