Perspectives on adapted physical education transition programs of teachers and parents of students with disabilities

Abstract

Students ages 14-21 years with disabilities receive transition services to help them successfully progress from school to post-school life. Transition programs for students with disabilities should include adapted physical education (APE). To ensure that students with disabilities receive appropriate APE services, the perspectives of the APE teachers that teach them and their parents must be taken into consideration. This study examined the perspectives of APE teachers (n = 160) and parents of students with disabilities (n = 32) on levels of importance and satisfaction of various components of APE transition programs as well as perceived barriers to APE transition programs. Online surveys were sent via email to APE teachers and parents of students with disabilities, ages 14-21. The survey gathered information on perceived levels of importance and satisfaction on components of APE transition programs. The survey also gathered data on perceived barriers to APE transition programs. Results indicated that APE teachers and parents were in agreement regarding APE transition programs. Results also indicated that parents felt less satisfied overall with APE transition programs than APE teachers. APE teachers and parents differed on what they perceived to be the most significant barriers to APE transition programs. This study found much agreement amongst the parents and APE teachers on importance and satisfaction levels.