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Jorden Greene
Mrs. Harrell
English 4
November 7

Research Paper
Physical education class has always been a favorite among students from kindergarten
through high school. P.E. was a break from the academics of a classroom where students could
burn off steam while building bonds and friendships through organized activities. Unfortunately
not all students were assumed the opportunity of this socialization through physical education. In
the past students with minor to severe disabilities were ostracized from main stream P.E. Due to
federal legislation, collaborate efforts between discipline, and continuing education for P.E.
teachers, kids with minor to severe disabilities should be able to participate in P.E.
Webb noted in the article published in Physical Educator 2011 that because of the
significant increase in the number of students with disabilities enrolled in public schools the
federal government had to mandate legislation for inclusion (Webb 124-129). Further legislation
(The Individuals with Disabilities Education Improvement Act of 2004) opened the flood gates
to main streaming students with disabilities into the public school system. Physical education
classes had been the most difficult classes to include students with varying abilities. P.E.
teachers needed additional education and collaboration with other disciplines.

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The inclusion of students with minor to severe disabilities into gym class required
collaboration with other disciplines that are direct service providers. It will help the kids learn
more and it will be a lot easier for them to understand. The exercises and the activities will be
easier than the normal ones would be. These other disciplines can work closely with the PE
teacher to provide the necessary guidance needed for meeting the educational goals of inclusion
students. This invaluable experience of the physical education class with mainstream students
would only heighten the educational process for these challenged children. Webb quoted Block,
2007 research physical educators should collaborate with other paraprofessionals to inquire
about the nature of a disability, discuss curriculum, equipment and /or instructional
modifications, as well as advocacy strategies as a means to foster successful inclusion of students
with disabilities (Webb 124-129).
Casebolt asked five P.E. teachers what they thought about teaching kids with minor to
severe disabilities in his research article High School Physical Education Teachers Beliefs
about Teaching Students with Severe Disabilities.(Casebolt 140-155). Casebolt asked three
men and two women who were certified physical education teachers at four different suburban
high school, various questions about inclusion of child with disabilities. The study was a
descriptive qualitative method based on demographic questionnaires and focused on interviews
(Casebolt 140-155). The study concluded that P.E. teachers require additional education to
mainstream students with disabilities and special needs.
Physical Education classes are a cornerstone to the educational process of all students.
Kids with minor to severe disabilities should be able to participate in this critical part of their
education. Through the collaboration of other disciplines and the additional education of the

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P.E. teachers, schools can be compliant with the Federal mandates and provide the greatly
needed service to these special students.

Work Cited
Casebolt, Kevin M., and Samuel R. Hodge. "High School Physical Education Teachers' Beliefs
About Teaching Students With Mild To Severe Disabilities." Physical Educator 67.3
(2010): 140-155. Health Source - Consumer Edition. Web. 1 Oct. 2014.
Webb, Daniel, Tammy T. Webb, and Regina Fults-McMurtery. "Physical Educators And School
Counselors Collaborating To Foster Successful Inclusion Of Students With Disabilities."
Physical Educator 68.3 (2011): 124-129. Health Source - Consumer Edition. Web. 1 Oct.
2014.