Engaging in inclusive pedagogy: how elementary physical and health educators understand their roles

ABSTRACT

Elementary physical and health education (PHE) teachers play key roles in establishing inclusive learning environments. However, how they attend to inclusive pedagogy are not fully highlighted in the research literature. This study examined how elementary PHE teachers understand their roles in inclusion and how they attend to day-to-day inclusive pedagogy. Overall, 11 elementary PHE teachers from a province in Eastern Canada were invited to participate in an exploratory qualitative research study. Data were collected through one-on-one interviews and analysed thematically. Participants highlighted four areas where they attend day-to-day to enhance inclusiveness in their teaching: (1) plan universally from the beginning; (2) share ownership with students by providing students with leadership roles, responsibilities, and choices in learning; (3) create positive relationships and partnerships with students and co-educators; and (4) be responsive and reflexive in teaching. This study highlighted the experiences and insights of Canadian elementary PHE teachers in pursuing and enacting inclusive pedagogy. The findings will provide other in-service and pre-service elementary PHE teachers with pragmatic ideas of ensuring and/or strengthening inclusive PHE. The acquired empirical knowledge may also inform teachers in other disciplines, as well as school administrators, policy-makers, and stakeholders when developing/implementing future policies and actions concerning inclusion.

KEYWORDS:

• Inclusion
• inclusive education
• pedagogy
• physical and health education
• elementary education

Acknowledgement

The authors gratefully acknowledge Ms. Cristine Vlcek and Mr. Christopher Voth who offered critical comments in the review process.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Universal design for learning strives to enhance access to the curriculum for all students (Lieberman, Lytle, and Clarcq 2008). Universal pedagogic approach considers decisions, in the design phase, regarding lesson complexity, flexibly, as well as developmentally/culturally appropriate (McGuire, Scott, and Shaw 2006).

Additional information

Notes on contributors

Matthew J. Patey

Matthew J. Patey is an Assistant Professor in the area of physical education and adapted physical education at the Department of Movement Arts, Health Promotion and Leisure Studies at Bridgewater State University.

Yeonkyoung Jin

Yeonkyoung Jin is an Assistant Professor in the area of physical education pedagogy at the Department of Physical Education at Jeonju University in South Korea.

Byoungwook Ahn

Byoungwook Ahn is an Assistant Professor in the area of leisure studies at the Department of Physical Activity Design at Hanseo University in South Korea.

Weon-Il Lee

Weon-Il Lee is an Assistant Professor in the area of physical education teacher education at the Graduate School of Education (Physical Education) at Yongin University in South Korea.

Kyoung June Yi

Kyoung June Yi is an Assistant Professor in the area of social justice studies in physical activity and health at the Faculty of Kinesiology and Recreation Management at the University of Manitoba in Canada.