Understanding the Inclusiveness of Integrated Physical Education From the Perspectives of Adults With Visual Impairments

• Published in: Adapted physical activity quarterly 2020-04, Vol.37 (2), p.141-159
• Main Authors: Haegele, Justin A, Hodge, Samuel R, Zhu, Xihe, Holland, Steven K, Wilson, Wesley J
• Format: Article
• Language: English
• Subjects: Adult; Blindness; Female; Humans; Interviews as Topic; Male; Physical education; Physical Education and Training; Qualitative Research; Retrospective Studies; Social Justice; Vision Disorders; Young Adult
• ISSN: 0736-5829; 1543-2777
• DOI: 10.1123/apaq.2019-0094

The purpose of this study was to examine the perspectives of individuals with visual impairment toward inclusion and the inclusiveness of their integrated physical education experiences. A retrospective, qualitative-description research approach was used, and 10 adults (age 20-35 years) with visual impairments acted as the participants. The data sources included one-on-one telephone interviews and reflective interview notes. A theoretical thematic analysis approach was used to analyze the data. Three interrelated themes were identified: "I always felt like a misfit": a missing sense of belonging, acceptance, and value; "I felt very excluded, very pushed to the side": lack of access to activity participation; and "Even though it sucked, I do agree with it": preference for integrated settings. Collectively, the participants recalled that experiencing feelings of inclusion during physical education were rare. Despite this, they expressed a perceived importance of being integrated in contexts with their peers.