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dc.contributor.authorHanthorn, Scott.en_US
dc.date.accessioned2009-05-21T13:25:07Z
dc.date.available2009-05-21T13:25:07Z
dc.date.issued1999-05-21T13:25:07Z
dc.identifier.urihttp://hdl.handle.net/10464/1259
dc.description.abstractIndividuals with disabiliiies are increasingly accessing post secondary education opportunities to further develop their educational and career goals. This study examines the current facilitative practices of Canadian university activity-based physical education degree programs on the participation of individuals with disabilities. A critical orientation and descriptive/interpretative approach allows insight into unique stories and experiences of physical education practitioners and special needs professionals as they attempt to provide equitable educational experiences within a least restrictive environment. Leading practitioners are used to triangulate and strengthen the validity of the data while providing direction and advocacy for future development and inclusion of individuals with disabilities. The study concludes with seven recommendations, each providing university activity-based physical education degree programs with viable opportunities for helping create equitable opportunities for individuals with disabilities.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectPhysical education and trainingen_US
dc.subjectPhysical education and trainingen_US
dc.subjectPhysical education for people with disabilities.en_US
dc.subjectCollege students with disabilities.en_US
dc.titleExamining current facilitative practices and projections of activity-based physical education degree programs regarding the participation of individuals with disabilties /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
refterms.dateFOA2021-07-30T01:45:54Z


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