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Adapted Physical Educators’ Current Level of Involvement in the IEP Process

Amaury Samalot-Rivera, Lauren J. Lieberman


During the last 10 years, the involvement of the physical educator in the Individualized Education Plan (IEP) planning has decreased (Lieberman & Houston-Wilson, 2011). This affects physical education programming and individual goals and objectives for every child who had a documented disability. The purpose of this study was to explore adapted physical educators (including general physical educator) current level of involvement in the IEP process and to identify possible barriers that they face. Also to provide some possible suggestions on how they can solve the existing barriers. A content-validated open-ended questionnaire was used to gather the qualitative data. Three themes emerged from the data collected: 1) lack of respect, 2) better communication, and 3) training/education. Lastly, suggestions were given by participating teachers to improve their involvement in the IEP process.

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Individual education plan (IEP); physical education (PE); adapted physical education (APE); physical educator involvement; physical education barriers

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