Challenges, Advantages and Opportunities Among Students with Disabilities in Inclusive PE Classes

1. Challenges, Advantages and Opportunities Among Studentswith Disabilities in Inclusive PE Classes Fernan R. Santillan, Adventist University of the Philippines, mathmajor01@gmail.com Mary Joy V. Ballaran, Adventist University of the Philippines, maryjoyballaran@gmail.com Hope B. Ariate, Adventist University of the Philippines, acgshope@gmail.com Elmie Lynn V. Lagajino, Adventist University of the Philippines, elvlagajino@aup.edu.ph Keywords: PWD, disabilities, special needs, adaptive physical education, sports

2. INTRODUCTION background, statement of the problem and sub-problems, significance and goals, scope and respondents, theoretical framework

3. Background • Engaging in physical activities could be very challenging to people with disabilities. This qualitative study explored the challenges, advantages, and opportunities of Persons with Disabilities (PWDs) or students with special needs involved in inclusive Physical Education (PE) classes.

4. Statement of the Problem The study sought to investigate the adaptive physical education class in Adventist University of the Philippines (AUP) among students with physical disabilities who have taken the class. Furthermore, the study sought to answer the following questions:

5. Sub-Problems • 1. What are the challenges confronted by students with physical disabilities who have taken Physical Education? • 2. What are the advantages of students with physical disabilities who have taken Physical Education? • 3. What are the opportunities gained by PWD`s in taking Physical Education?

6. Significance and Goals: • PE teachers to adjust their teaching styles, create materials, and equipment for students with physical disabilities. • PWD learners to cope and adapt physically, socially, and spiritually despite their disabilities. • School administrators and curriculum developers to modify curriculum to meet the needs of PWDs and the development of adaptive PE classes for students with special needs in the current inclusive education system.

7. Scope and Respondents: 1. Six students with special needs in PE classes; AY 2018-2019 2. Physical Disabilities recommended by teachers. 3. Disabilities unique to each one

8. Theoretical Framework: According to Zhang (2018), inclusive higher education is a path to protect the educational rights of University students with disabilities. University teachers’ attitudes towards students with disabilities, and towards their inclusion in Universities, are a key factor that will affect the development of inclusive higher education.

9. METHODS research design, analysis of data, ethical considerations

10. Research Design Qualitative research using the phenomenological design which analysed responses to eight interview questions validated by experts.

11. Analysis of Data Thematic analysis was used. Maguire (2017), stated that thematic analysis is the process of identifying patterns or themes within qualitative data. Responses that do not have similarities but are also useful in answering the research questions were also analyzed.

12. Ethical Considerations 1. Respondents were not forced to participate. 2. Interview was done during free time. 3. Respondents chose the time and venue. 4. Instead of names, numbers, codes and pseudonyms were used. 5. Respondents were assured of confidentiality.

13. RESULTS AND DISCUSSION profile and physical condition, challenges, advantages, opportunities gained

14. Profile and Physical Condition

15. Challenges: 1. Difficulty to move and limited movements Responses: P1-“I had difficulty with the activities in basketball because I was told to always be careful when I play.” P4-“I chose table tennis and basketball because they are indoors, and despite the difficulty, I could somehow manage the sport despite only one eye. “

16. Challenges: • Difficulty to move and limited movements Responses: P5-*“I have difficulty in standing position in aerobics PE 1, but I tried to manage.” P6-*“Theory without practice is not really very easy.”

17. Challenges: 2. Low Self-esteem Responses: P1-“I had doubts and fears of not being able to perform properly to get a good grade, and that my classmates would look at me and pity me, I thought of my pride and I wanted to go home to my province... I felt embarrassed at first even in the next PE class I enrolled in the second semester because I could not wear shorts which is the prescribed PE uniform.”

18. Challenges: 2. Low Self-esteem Responses: 2- “Another is your shyness…” 3-“The thought of being different from the others was my struggle. It affected my self-confidence so much in performing activities like getting the ball, as well as getting along with others in team sports such as marching.”

19. Challenges: 3. Extreme Concern for Safety Responses: P2-“I had to choose the appropriate sport and schedule for me so that I will not get hurt.” P4-“…compared to marching, where I may stumble or bump into other people, and softball which is outdoor, wherein I could most like have an accident. The first two are safer.”

20. Challenges: 3. Extreme Concern for Safety Responses: P5-“Then in PE 4 I was asked to do a special project instead of ball games which will put me in danger.” P6- “…it was dangerous for my limbs, so I was transferred to charobics but it would also be dangerous for my muscles…”

21. Advantages: (Sample Participants’ Responses) 1. Enhanced Physical Health P2- “For the advantage, that’s it, you will become healthy because exercise can help you have a good metabolism.” P4-“The advantage to me is having a good cardiovascular where I sweat…and became physically healthy.” P5-“In PE 4, I am exempted. The advantage of PE 1 to me is I experience to use my cardiovascular, which makes me healthier, somehow…” P6-“Charobics” (form of aerobics) is really appropriate to my condition that’s why it caters the need in my physical aspect. It helps to make my body active.”

22. Advantages: (Sample Participants’ Responses) 2. Gained confidence and maturity P1-“strengthen self-esteem and confidence, accepting myself for what I am, which made me more mature in dealing with myself and others...” 3.Given consideration P1- “… it’s a favor from her and if I am late, she understands and give consideration.”

23. Advantages: (Sample Participants’ Responses) 4. Enjoyment from alternative activities P5-“In PE 3, that’s it, I enjoy and more appropriate in my case and I can do more on table tennis which I enjoy...” 5.Discovery of new skills P4-“I was given the chance to research on marching formations as an alternative activity, scoring and referee work.”

24. Opportunities: 1. To Increase knowledge and creativity Responses: P3- “…fun with groupmates and practice skills I enjoy doing as well as discovering new skills and helping teachers create PE equipment…” P4-“…creating marching formations, and materials.” 2. To build rapport and gain friends Responses: P1-“Opportunities to gain friends, and rapport with teachers.” P2- “….easy to gain friends…”

25. Opportunities: 3. To develop a spirit of gratitude P3- “…the opportunity to thank my relatives for their encouragement...” P6- “… I thank God for his leading in my life.” 4. To Accept God’s leading P5 “... so I am thanking God for sustaining me.” P6- “… I thank God for his leading in my life.”

26. CONCLUSION PWDs were challenged to do the tasks in the PE classes whether they were the regular tasks or alternative tasks. They could not even do the same activities together since they had different physical disabilities. Their situation made the PE tasks difficult to perform for each of the respondents of the study.

27. CONCLUSION This difficult situation in PE, however, gave them advantages to such as being consideration by teachers and students, gain self-confidence and determination to finish the tasks despite their limitations as well as to discover their skills.

28. CONCLUSION As a result of this new-found success, they found opportunities to increase knowledge and creativity, gain rapport and thank their friends, teachers, and families that played a major role in their lives by encouraging them, supporting them and cheering them to finish the given tasks. PWDs took their situations positively and accepted God’s leading in their lives.

29. CONCLUSION All participants were thankful because their efforts paid off after joining PE classes.

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33. THANK YOU Jesus answered, “It is not that this man sinned or his parents, but that the works of God might be displayed in him.” -John 9:3

34. Presented by: Elmie Lynn V. Lagajino, LPT, PhD. Adventist University of the Philippines elvlagajino@aup.edu.ph www.scribe.ph