Title page for ETD etd-04012002-140335

Type of Document Dissertation
Author Parker, Suzanne M.
Author's Email Address suparker@vt.edu
URN etd-04012002-140335
Title Preservice Physical Education Teachers' Perceptions Toward Teaching Students With Emotional/Behavioral Disorders in a General Education Setting
Degree PhD
Department Teaching and Learning
Advisory Committee
Advisor Name Title
Stratton, Richard K. Committee Co-Chair
Uttech, Melanie R. Committee Co-Chair
Baffi, Charles R. Committee Member
Poole, Jon R. Committee Member
Rice, Lisa Committee Member
  • Emotional/Behavioral Disorders
  • Physical Education
  • Preservice
Date of Defense 2002-03-29
Availability unrestricted

S. Parker Abstract

By law, physical education (PE) teachers must provide direct service to children

with disabilities in the least restrictive environment, which, whenever feasible,

is a regular PE class. Traditionally, the adapted physical education (APE) specialist

was responsible for teaching students with severe disabilities and the PE teacher

was responsible for teaching students with mild disabilities. Today, however,

many students with disabilities must be taught in a regular PE setting minimizing

the need for the APE specialist. Now PE teachers are having to teach all students

with disabilities, but some teacher preparation programs are not providing preservice

teachers with opportunities to work with these students before their student teaching

experience. A qualitative study was conducted to investigate preservice PE teachers'

in-class experiences teaching students with emotional/ behavioral disorders (EBD)

in a general education setting. Multiple interviews and observations were conducted

with four preservice teachers throughout the span of their student teaching experience

to examine their thoughts, feelings, and concerns about teaching students with

EBD as well as examining their interactions with these students. The participants

indicated that in order to feel more qualified to teach students with EBD, they

needed more experience. Further, they struggled with issues of inclusion while

they encountered a gamut of emotions throughout their experiences. These findings

point to the need to enhance preservice PE teachers' experiences with more related


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