ESEA Title VI Evaluation Report: Adaptive Physical Education

This article focuses on the importance of inclusion for students with disabilities and the effect that a teacher’s attitude can have on the success for that student. The article also states that teachers that showed positive attitudes, allowed students with disabilities to have more opportunities and practices for activities and games. Research also discovered that teachers with negative attitudes confirmed that they had lower expectations for students with disabilities suggesting the Pygmalion attempts. Elliott (2008) states, “A Pygmalion effect occurs with students with disabilities are taught by teachers with negative attitudes and these students where aware of the lower expectations and conformed to the teacher’s expectations.” As mentioned in another article, physical education teachers must provide a positive attitude for student success and providing positive attitudes in inclusion experiences, allows for greater success for all students.
2. ESEA Title VI Evaluation Report: Adaptive Physical Education Project

Each student was given the opportunity for APE through data and research provided from other teachers, nurses, etc. Students involved in the APE classroom participated in 60 minutes lessons with 15 other students. The activities that where completed in this program included corrective exercises, exercise bike, push-ups, leg lifts, bowling, shuffleboard, etc. The goal for this program and it was successful included students that where involved in the APE where to get them back to the general physical education program. This allows for students with disabilities to feel accepted by their peers, challenge and exceed expectations, and feel motivated to accomplish the same physical activity goals that students with no disabilities may have (Liechti & Walker,