Adapted Physical Education Course Content Devoted to Inclusion in Chile: A Content Analysis

ABSTRACT

The purpose of this study was to analyze faculty selections of course content in introductory-adapted physical education courses syllabi pertaining to content on inclusion at three universities in Chile. In this content analysis, course syllabi from three different Chilean physical education teacher education programs were analyzed. From the course syllabi, we analyzed: (a) selected content, (b) disability-specific content, (c) evaluations selected, and (d) bibliographical sources. Overall, the findings of this content analysis reveal several approaches that might influence the professional preparation of future physical educators in teaching students with disabilities in Chilean schools. We concluded the need to increase course content and critical discussions devoted to inclusion in physical education in Chile. Additionally, there is a need to incorporate the views and opinions of persons with disabilities to inform future content that is relevant and appropriate.

KEYWORDS:

• Disability
• physical education
• inclusive physical education
• PETE programs

Acknowledgments

We sincerely thank the instructors of record of the courses for kindly providing their syllabi for analysis.

Disclosure statement

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

Notes

1. Person-first language is used throughout this paper in respecting and aligning with the Chilean culture. This is the preferred language used in legal frameworks (e.g., school inclusion law) and course syllabi across PETE programs selected for this study.

Additional information

Funding

The work was supported by the International Research and Scholar Grant from The Offices of International Affairs at The Ohio State University.