LAUSR

ABSTRACT Background: Positive interactions with peers are critical to the everyday school experiences of students. Students with disabilities can benefit from social interactions during their general physical education (PE) classes, particularly if such interactions are extensive, frequent, meaningful, and positive and if equal-status relationships are encouraged and formed. However, limited research has been conducted on the actual behaviors of students with disabilities regarding social inclusion. Purpose: This study aims to examine the social interactions between students with and without disabilities in general PE in the Chinese context and to explore contextual factors that may determine their social interaction. Participants and setting: One student with autism, 2 students with attention-deficit/hyperactivity disorder, their 42 classmates without disabilities (17 females and 25 males), and their PE teacher participated in the study. The participants attended a government-granted school in the Yangpu district of Shanghai. Research design: A mixed-methods design was utilized to explore the social interactions between the students with and without disabilities. Data collection: Multiple data collection strategies, including the survey of demographic data, systematic observation, non-participant observation, individual semi-structured interviews, and semi-structured focus group interviews, were used in this study for different purposes. Data analysis: Mean data, including the frequency of occurrence and percentage of time, were used to describe the social interaction behaviors between students with and without disabilities. Qualitative data were reduced, categorized, and thematized by the procedures outlined by Merriam [2009. Qualitative Research: A Guide to Design and Implementation (Revised and Expanded from Qualitative Research and Case Study Application in Education). San Francisco: Jossey-Bass]. Findings: Students with disabilities in a middle school in Shanghai had almost no social interactions with classmates without disabilities in their general PE classes. Based on the social model of disability, contextual factors such as emphasis on differences, conflicting attitudes toward social interaction, and individual class activities determined the limited social interaction. Limited interactions occurred between students with and without disabilities, and these interactions included conversations, demonstrations, and assistance. In addition, the frequency of social interactions among students with disabilities was slightly higher than that of their interactions with their peers without disabilities. Conclusion: The findings in this study imply that PE teachers should creatively and actively design inclusive teaching methods and consider strategies or pedagogies for promoting student participation, engagement, and interaction. In addition, the professional knowledge, in-service training, and skills of PE teachers should be addressed to promote the interaction between students with and without disabilities.