The purpose was to validate a self-efficacy (SE) instrument toward including students with disability in physical education (PE). Three scales referring to intellectual disabilities (ID), physical disabilities (PD), or visual impairments (VI) were administered to 486 physical education teacher education (PETE) majors. The sample was randomly split, and exploratory and confirmatory factor analyses (EFA and CFA, respectively) were conducted. After deleting items that did not meet inclusion criteria, EFA item loadings ranged from 0.53 to 0.91, and Cronbach’s alpha reliability was high (for ID = .86, PD = .90, and VI = .92). CFA showed that the ID scale demonstrated good goodness-of-fit, whereas in the PD and in the VI scales demonstrated moderate fit. Thus, the content and construct validity of the instrument was supported.

This study assessed the effect of peer tutoring on physical, instructional, and social interaction behaviors between elementary school age students with severe and multiple disabilities (SMD) and peers without disabilities. Additional measures addressed the activity time of students with SMD. The study was conducted in inclusive general physical education settings under three instructional support conditions for students with SMD: (a) teacher-directed, (b) peer-mediated, and (c) voluntary peer support. During peer-mediated and voluntary peer support conditions, the instructional and physical interaction behaviors between students with SMD and their peers increased, while social interactions remained low. The activity engagement time data increased for all target students throughout intervention sessions. Interactions between students with SMD and teachers decreased toward the end of intervention.

Persons with autism spectrum disorder (ASD) and/or intellectual disability (ID) have difficulties in planning, organising and coping with change, which impedes the learning of daily living skills (DLSs), social participation and self-management across different environmental settings. Assistive technologies (ATs) is a broad term encompassing devices and services designed to support individuals with disabilities, and if used in a self-controlled manner, they may contribute inclusion in all domains of participation. This comprehensive literature review aims to critically assess and unify existing research that investigates the use of assistive technology within the practical domain for individuals with ASD and/or ID. The 18 relevant studies included in this review highlighted the benefits of AT for social participation and independence in daily activities of individuals with ASD and/or ID. Professionals working with this target group should be knowledgeable of the speedy progress of AT products and the potential of persons with ASD and/or ID to use mainstream devices to meet their individual needs. This awareness provides an opportunity to advocate for the universal benefits of AT for everyone. Technologies such as virtual reality, mobile applications and interactive software have been shown to improve DLSs, communication and social interaction. These tools offer engaging, user-friendly platforms that address the specific needs of these individuals, enhancing their learning and independence.

The purpose of this study was to explore the meaning of a wheelchair tennis program from the perspective of youth athletes, their caregivers and coaches through the lens of the social-relational model of disability. Data collection included field notes, focus group interviews and semi-structured individual interviews with six wheelchair tennis athletes (four males, two females) and eight adults (four mothers, one father and one grandmother, one program coordinator and one wheelchair tennis coach). A thematic analysis utilizing social relational model identified patterns within and across the data, allowing for description and interpretation of the meaning and importance of the themes. Two primary themes linked to both positive and negative experiences were identified: (1) disablism in everyday life, and (2) constructing ‘competent’ identities on the tennis court. The themes, taken together, describe the challenges faced, and the accomplishments achieved by the athletes and their families within a culture that marked them as different. Drawing on a social relational lens fosters an appreciation of anti-ableist aspects of sporting environments, simultaneously recognizing athletes’ experiences of surrounding structural and psychological barriers.

The purpose of this study was to determine the effect of peer-mediated and teacher - directed instructions on the activity engagement time of students with severe and multiple disabilities (SMD). The data were obtained during inclusive general...