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dc.contributor.authorLieberman, Lauren J.
dc.contributor.authorHouston-Wilson, Cathy
dc.contributor.authorKozub, Francis M.
dc.date.accessioned2021-09-07T17:47:46Z
dc.date.available2021-09-07T17:47:46Z
dc.date.issued1/1/2002
dc.identifier.citationLieberman, L.J., & Houston-Wilson, C. (2002). Perceived Barriers to Including Students with Visual Impairments in General Physical Education. Adapted Physical Activity Quarterly, 19(3), 364-377.
dc.identifier.urihttp://hdl.handle.net/20.500.12648/2505
dc.description.abstractThe purpose of this study was to examine barriers perceived by teachers when including students with visual impairments in general physical education. Teachers (52 males, 96 females) who had children with visual impairments in their physical education classes were surveyed prior to in-service workshop participation. The most prevalent barriers were professional preparation, equipment, programming, and time. A logistic regression analysis, regressing gender, in-service training, number of students with visual impairments taught, masters degree attained, masters hours spent on visual impairments (yes or no), undergraduate hours spent on visual impairments (yes or no), and years of experience failed to indicate significant predictors of professional preparation as a barrier, Model x2 (6, n = 148) = 4.48, p > .05.
dc.titlePerceived Barriers to Including Students with Visual Impairments in General Physical Education
dc.typearticle
dc.source.journaltitleAdapted Physical Activity Quarterly
dc.source.volume19
dc.source.issue3
refterms.dateFOA2021-09-07T17:47:46Z
dc.description.institutionSUNY Brockport
dc.source.peerreviewedTRUE
dc.source.statuspublished
dc.description.publicationtitleKinesiology, Sport Studies and Physical Education Faculty Publications
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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