Coteaching in physical education: a strategy for inclusive practice.

Academic Article


  • Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers' coteaching practices within an inclusive high school physical education program. Two physical education teachers and one adapted physical education teacher were observed over a 16-week period. Interviews, field notes, and documents were collected and a constant comparative approach was used in the analysis that adopted a social model framework. Primary themes included community as the cornerstone for student learning, core values of trust and respect, and creating a natural support structure. Coteaching practices existed because of the shared values of teaching, learning, and the belief that all students should be included. Recommendations include shifting orientations within professional preparation programs to account for the social model of disability.
  • Status

    Publication Date

  • April 2011
  • Published In


  • Adolescent
  • Cooperative Behavior
  • Disabled Children
  • Female
  • Humans
  • Interviews as Topic
  • Mainstreaming (Education)
  • Male
  • New England
  • Observation
  • Physical Education and Training
  • Qualitative Research
  • Social Behavior
  • Teaching
  • Workforce
  • Young Adult
  • Digital Object Identifier (doi)

    Pubmed Id

  • 21757783
  • Start Page

  • 95
  • End Page

  • 112
  • Volume

  • 28
  • Issue

  • 2