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Citations (70)
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Georgia Allen, Bethany Milne, Philippa Velija & Rebecca Radley. (2024) ‘Hearing their voice’: the experiences of physical education with pupils diagnosed with severe learning disabilities. Sport, Education and Society 29:3, pages 342-357.
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Justin A. Haegele, Lindsay E. Ball, Lindsey A. Nowland, M. Ally Keene & Xihe Zhu. (2024) Visually impaired students’ views on peer tutoring in integrated physical education. Sport, Education and Society 29:2, pages 207-220.
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Maria Luiza Tanure Alves, Mey A. van Munster, Isabella dos Santos Alves & Joslei Viana de Souza. (2024) The ‘normal’ physical education classes: the ableism facing the inclusion of disabled students. Disability & Society 39:2, pages 469-484.
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Malin Andersson, Staffan Karp & Kim Wickman. (2023) The pre-stage of inclusion–conditions for the mainstreaming process of parasports within the Swedish Floorball Federation. Sport in Society 26:11, pages 1913-1931.
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Justin A. Haegele & Anthony J. Maher. (2023) A creative non-fiction account of autistic youth integrated physical education experiences. Disability & Society 38:9, pages 1647-1666.
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Christopher Mihajlovic & Stefan Meier. (2023) Modifying physical activities for maximizing learning opportunities: perspectives of Finnish physical educators and special educators on inclusive teaching strategies. Physical Education and Sport Pedagogy 0:0, pages 1-15.
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Wesley J. Wilson, Kevin Andrew Richards, Paul Malinowski & Ben D. Kern. (2023) Fostering Positive Relationships Among Adapted and General Physical Educators in Support of Students With Disabilities. Journal of Physical Education, Recreation & Dance 94:6, pages 21-28.
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Maithe Paula da Silva & Alexandre Anatolievich Bachkirov. (2023) Social inclusion through synergy of kindness, forgiveness, and peaceableness: A conceptual proposition. Journal of Moral Education 0:0, pages 1-17.
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Fabián Arroyo-Rojas & Samuel R. Hodge. (2023) Phenomenological Research Involving Students with Disabilities in Physical Education: A Systematic Literature Review. Quest 0:0, pages 1-19.
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Yeshayahu Hutzler & N. Choresh. (2023) Preparing physical education teachers for the inclusions of children with disabilities through online courses: A scoping review. European Journal of Special Needs Education 0:0, pages 1-16.
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Dilsad Ahmed & Oliver Stoll. (2023) Students’ Experiences and Understanding of Podcasts to Learn about Inclusion and Integration in the Introductory Lessons of Adapted Physical Education Course. Strategies 36:2, pages 46-48.
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Anthony J. Maher, Justin A. Haegele & Andrew C. Sparkes. (2022) Stop fearing blindness! Visually impaired people reflect on the ethics of sighted prospective teachers simulating visual impairment. Disability & Society 0:0, pages 1-19.
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Anthony J. Maher, Justin A. Haegele & Andrew C. Sparkes. (2022) ‘It’s better than going into it blind’: reflections by people with visual impairments regarding the use of simulation for pedagogical purposes. Sport, Education and Society 27:6, pages 647-661.
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Andrew M. Hammond. (2022) The relationship between disability and inclusion policy and sports coaches’ perceptions of practice. International Journal of Sport Policy and Politics 14:3, pages 471-487.
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Anthony Maher, Samantha Parkinson & Alan Thomson. (2022) The Influence of a Special School Placement on Prospective Teachers’ Views About the Nature, Purpose, and Value of Physical Education in England: A Gramscian Critique. Quest 74:3, pages 266-284.
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Scott W. T. McNamara, Lauren Lieberman, Kylie Wilson & Andrew Colombo-Dougovito. (2022) ‘I mean I hate to say it’s sink or swim, but … ’: college course instructors’ perceptions of the adapted physical education content that they prioritize and teach. Sport, Education and Society 27:5, pages 543-558.
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Anthony J. Maher, Alan Thomson, Samantha Parkinson, Sarah Hunt & Adam Burrows. (2022) Learning about ‘inclusive’ pedagogies through a special school placement. Physical Education and Sport Pedagogy 27:3, pages 261-275.
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Luciana Zuest. (2022) Physical Education and the Quest for Relevance in the Age of Precarity: Lessons from the Weight Inclusive Thinking Project (WIT). Quest 74:2, pages 137-151.
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Anthony J. Maher & Justin A. Haegele. (2022) Disabled children and young people in sport, physical activity and physical education. Sport, Education and Society 27:2, pages 129-133.
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Lesley Sharpe, Janine Coates & Carolynne Mason. (2022) Voice, vlogs and visibility: the experiences of young people with SEND engaging in the school games. Sport, Education and Society 27:2, pages 134-149.
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C. Ocete, J. Pérez-Tejero, J. Coterón & R. Reina. (2022) How do competitiveness and previous contact with people with disabilities impact on attitudes after an awareness intervention in physical education?. Physical Education and Sport Pedagogy 27:1, pages 19-31.
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Sarah Pellerin, Wesley J. Wilson & Justin A. Haegele. (2022) The experiences of students with disabilities in self-contained physical education. Sport, Education and Society 27:1, pages 14-26.
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Justin A. Haegele, T. N. Kirk, Steven K. Holland & Xihe Zhu. (2021) ‘The rest of the time I would just stand there and look stupid’: access in integrated physical education among adults with visual impairments. Sport, Education and Society 26:8, pages 862-874.
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Anthony J. Maher. (2021) Disrupting phonocentricism for teaching Deaf pupils: prospective physical education teachers’ learning about visual pedagogies and non-verbal communication. Physical Education and Sport Pedagogy 26:4, pages 317-329.
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Martin E. Block, Justin Haegele, Luke Kelly & Iva Obrusnikova. (2021) Exploring Future Research in Adapted Physical Education. Research Quarterly for Exercise and Sport 92:3, pages 429-442.
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Louis Harrison$suffix/text()$suffix/text(), Laura Azzarito & Samuel Hodge. (2021) Social Justice in Kinesiology, Health, and Disability. Quest 73:3, pages 225-244.
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Wesley J. Wilson, Elizabeth A. Theriot, K. Andrew R. Richards, Alyssa M. Trad & Lauren Schriner. (2021) Experiential Learning and Inclusion Through Service-Learning: Recommendations for Kinesiology to Support Students and People with Impairments. Quest 73:3, pages 245-263.
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Maggi Buckley, Justin A. Haegele, Xihe Zhu & Jonna Bobzien. (2021) Experiences in physical education and sport: reflections of female athletes with visual impairments. Curriculum Studies in Health and Physical Education 12:1, pages 67-79.
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Wesley J. Wilson, Elizabeth A. Theriot & Justin A. Haegele. (2020) Attempting inclusive practice: perspectives of physical educators and adapted physical educators. Curriculum Studies in Health and Physical Education 11:3, pages 187-203.
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Marina Castro-García, Dillon Landi & David Kirk. deportigualízate: enacting critical intersectional feminist pedagogy in Spanish PESTE. Physical Education and Sport Pedagogy 0:0, pages 1-15.
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Lindsey A. Nowland, Justin A. Haegele, Xihe Zhu, M. Ally Keene & Lindsay E. Ball. What is my value? Visually impaired student reflections about feeling valued in PE. International Journal of Qualitative Studies in Education 0:0, pages 1-16.
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Anthony J. Maher & Justin A. Haegele. Beyond spatial materiality, towards inter- and intra-subjectivity: conceptualizing exclusion in education as internalized ableism and psycho-emotional disablement. British Journal of Sociology of Education 0:0, pages 1-16.
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Articles from other publishers (38)
Justin A. Haegele, Steven K. Holland, Wesley J. Wilson, Anthony J. Maher, T. N. Kirk & Aaron Mason. (2023) Universal design for learning in physical education: Overview and critical reflection. European Physical Education Review 30:2, pages 250-264.
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Lindsey A. Nowland. (2024) Exploring Physical Educators’ Self-Efficacy to Teach Students With Disabilities in General Physical Education. Adapted Physical Activity Quarterly 41:2, pages 247-267.
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Fabián Arroyo-Rojas & Samuel R. Hodge. (2024) Perspectives on Inclusion in Physical Education From Faculty and Students at Three Physical Education Teacher Education Programs in Chile. Journal of Teaching in Physical Education, pages 1-9.
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Felix Oldörp, Martin Giese & Michelle Grenier. (2024) The Influence of Blind Tennis on Subjective Inclusion Experiences—An Ableism-Critical Analysis. Adapted Physical Activity Quarterly, pages 1-20.
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Stefan Meier, Brigitta Höger & Martin Giese. (2023) “If only balls could talk…”: barriers and opportunities to participation for students with blindness and visual impairment in specialized PE. Frontiers in Sports and Active Living 5.
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Michelle Grenier & Martin Giese. (2023) „Dysconcious ableism“ und hochschuldidaktische ExklusionspotenzialeDysconscious ableism and exclusive potentials in physical education teacher education (PETE). German Journal of Exercise and Sport Research 53:4, pages 450-457.
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Sebastian Ruin, Justin A. Haegele, Martin Giese & Jana Baumgärtner. (2023) Barriers and Challenges for Visually Impaired Students in PE—An Interview Study with Students in Austria, Germany, and the USA. International Journal of Environmental Research and Public Health 20:22, pages 7081.
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Justin A. Haegele, Marina Salerno, Lindsey A. Nowland, Xihe Zhu, M. Ally Keene & Lindsay E. Ball. (2023) Why modify? Visually impaired students’ views on activity modifications in physical education. European Physical Education Review 29:4, pages 530-547.
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Justin A. Haegele & Anthony J. Maher. (2023) Toward a Conceptual Understanding of Inclusion as Intersubjective Experiences. Educational Researcher 52:6, pages 385-393.
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Gonzalo Lorenzo Lledó & Alejandro Lorenzo-Lledó. (2023) El mapeado científico sobre el Trastorno del Espectro Autista en la educación a través del análisis intelectual, social y conceptual. Revista General de Información y Documentación 33:1, pages 147-173.
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Katherine Holland, Justin A. Haegele, Xihe Zhu & Jonna Bobzien. (2022) “Everybody Wants to be Included”: Experiences with ‘Inclusive’ Strategies in Physical Education. Journal of Developmental and Physical Disabilities 35:2, pages 273-293.
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Kirsten Petrie, Kate Kernaghan & Patsie Frawley. (2023) Beyond adaptive practices: physical education for all. Routledge Open Research 2, pages 50.
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Maria Luiza Tanure Alves, Mey A. van Munster, Isabella dos Santos Alves & Joslei Viana de Souza. (2022) The gap and the bridge: Brazilian Physical Education pre‐service training for inclusion. British Journal of Special Education 49:4, pages 648-666.
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Justin A. Haegele, Lindsay E. Ball, Xihe Zhu, M. Ally Keene & Lindsey A. Nowland. (2022) Absent, Incapable, and “Normal”: Understanding the Inclusiveness of Visually Impaired Students’ Experiences in Integrated Physical Education. Adapted Physical Activity Quarterly 39:4, pages 424-445.
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Richard Peter Bailey & Suria Angit. (2022) Conceptualising Inclusion and Participation in the Promotion of Healthy Lifestyles. International Journal of Environmental Research and Public Health 19:16, pages 9917.
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Katherine Holland, Justin A. Haegele, Xihe Zhu & Jonna Bobzien. (2022) “They’re Either Going to Find Ways to Include You or They’re Just Kind of Not”: Experiences of Students With Orthopedic Impairments in Integrated Physical Education. Adapted Physical Activity Quarterly 39:3, pages 321-340.
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Li Wang, Dangyan Yan, Yanhong Zhang & Yuan Wen. (2022) Analysis on the Reform and Development of Physical Education Services in the Context of 5G Connected Communication. Computational Intelligence and Neuroscience 2022, pages 1-8.
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Martin Giese, Michelle Grenier, Lauren J. Lieberman & Stefan Meier. (2022) Cross-Cultural Translation and Application of the Lieberman–Brian Inclusion Rating Scale for PE in German-Speaking Countries. International Journal of Environmental Research and Public Health 19:13, pages 7891.
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European Conference of Adapted Physical Activity. (2022) EUCAPA 2022 Book of Abstracts. European Journal of Adapted Physical Activity 15, pages 6-6.
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Christopher Mihajlovic & Stefan Meier. (2022) Including students with special educational needs in physical education: An analysis of the current Finnish national core curriculum. The Curriculum Journal 33:2, pages 279-296.
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Scott W.T. McNamara, Melissa Bittner, Heather Katz & Kelly Hangauer. (2022) Addressing Literature Gaps in Online Learning and Adapted Physical Education: A Scoping Review. Kinesiology Review 11:2, pages 191-196.
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Andrew M. Hammond, Andrea Bundon, Caitlin Pentifallo Gadd & Tim Konoval. (2022) Enactments of Integrated, Disability-Inclusive Sport Policy by Sporting Organizations. Sociology of Sport Journal 39:1, pages 35-46.
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Chunxiao Li, Justin A. Haegele, Cathy McKay & Lijuan Wang. (2021) Including students with physical disabilities in physical education in Singapore: Perspectives of peers without disabilities. European Physical Education Review 28:1, pages 137-150.
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Justin A Haegele & Anthony J Maher. (2021) Male autistic youth experiences of belonging in integrated physical education. Autism 26:1, pages 51-61.
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Andreas Fröberg. (2021) Perspectives on the integration of students with disabilities in physical education: An umbrella review of reviews published between 2010 and 2020. European Journal of Adapted Physical Activity 14:2, pages 9-9.
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Raul Reina, Justin A. Haegele, Alberto Pérez-Torralba, Laura Carbonell-Hernández & Alba Roldan. (2021) The influence of a teacher-designed and -implemented disability awareness programme on the attitudes of students toward inclusion. European Physical Education Review 27:4, pages 837-853.
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Martin Giese, Sebastian Ruin, Jana Baumgärtner & Justin A. Haegele. (2021) “… and after That Came Me”. Subjective Constructions of Social Hierarchy in Physical Education Classes among Youth with Visual Impairments in Germany. International Journal of Environmental Research and Public Health 18:20, pages 10946.
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Kason O’Neil & LeAnn Olson. (2021) Promoting Social Acceptance and Inclusion in Physical Education. TEACHING Exceptional Children 54:1, pages 6-15.
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Justin A Haegele, Wesley J Wilson, Xihe Zhu, Justin J Bueche, Ellie Brady & Chunxiao Li. (2020) Barriers and facilitators to inclusion in integrated physical education: Adapted physical educators’ perspectives. European Physical Education Review 27:2, pages 297-311.
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Justin A. Haegele, Xihe Zhu & T. N. Kirk. (2020) Physical Activity Among Children with Visual Impairments, Siblings, and Parents: Exploring Familial Factors. Maternal and Child Health Journal 25:3, pages 471-478.
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Scott WT McNamara & Justin A Haegele. (2020)
Undergraduate students’ experiences with educational podcasts to learn about inclusive
and
integrated physical education
. European Physical Education Review 27:1, pages 185-202.
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Mark David Williams, Andrew M. Hammond & Jason Moran. (2021) Youth Basketball Coaches’ Perceptions and Implementation of Fundamental Movement Skills Training: Toward a Realist Evaluation. Journal of Teaching in Physical Education, pages 1-8.
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Hisae Miyauchi. (2020) A Systematic Review on Inclusive Education of Students with Visual Impairment. Education Sciences 10:11, pages 346.
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Wesley J. Wilson, Luke E. Kelly & Justin A. Haegele. (2020) Least Restrictive Environment Decision Making in Physical Education. Journal of Teaching in Physical Education 39:4, pages 536-544.
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Justin A. Haegele, Martin Giese, Wesley J. Wilson & Felix Oldörp. (2020) Bruchlinien der InklusionProblematizing integrated physical education. German Journal of Exercise and Sport Research 50:3, pages 417-425.
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Justin A. Haegele, Samuel R. Hodge, Xihe Zhu, Steven K. Holland & Wesley J. Wilson. (2020) Understanding the Inclusiveness of Integrated Physical Education From the Perspectives of Adults With Visual Impairments. Adapted Physical Activity Quarterly 37:2, pages 141-159.
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Amanda B. Yessick, Justin A. Haegele, Xihe Zhu & Jonna Bobzien. (2019) Exploring the Experiences of Children with ASD in Self-contained Physical Education: a Modified Scrapbooking Study. Advances in Neurodevelopmental Disorders 4:1, pages 51-58.
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Justin A. Haegele, Chunxiao Li & Wesley J. Wilson. (2020) Mindfulness, Contact Anxiety, and Attitudes Toward Students With Visual Impairments Among Certified Adapted Physical Educators. Adapted Physical Activity Quarterly, pages 1-10.
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