Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Academic -- UNF-- Education; Physical Training Programs; Individuals with Intellectual Disabilities; Physical Activity; Motivation; Self-Determination; Participation (1)
- Academic -- UNF-- Education; inclusion; special education; school leadership; inclusive education; effective schools; elementary schools (1)
Articles 1 - 2 of 2
Full-Text Articles in Educational Leadership
Person-Centered Physical Training Programs For Individuals With Intellectual Disabilities: Stimulating Motivation And Participation As Essential Components Of Program Development, Monica Bolaños-Boudreau
Person-Centered Physical Training Programs For Individuals With Intellectual Disabilities: Stimulating Motivation And Participation As Essential Components Of Program Development, Monica Bolaños-Boudreau
UNF Graduate Theses and Dissertations
This qualitative case study explored the perceptions of two individuals with intellectual disabilities who participated in a person-centered physical training program that identified factors of motivation and influences on self-determined physical choices. The findings of this study revealed five factors that seemed to motivate participants to exercise; (a) enjoyable activities, (b) personalized program, (c) exercises that promoted health and positive self-images, (d) exercise routines that were familiar and safe, and (e) an exercise partnership with the trainer. Considering these factors of motivation, community leaders, administrators, and practitioners may promote self-determination and ultimately, impact participation by individuals with intellectual disabilities. Additionally, …
Leading Effective Inclusive Schools: How Principals Make The Difference, Megan Robinson Mcmillan
Leading Effective Inclusive Schools: How Principals Make The Difference, Megan Robinson Mcmillan
UNF Graduate Theses and Dissertations
In effective inclusive schools, school principals are the difference-makers. Principals of these schools possess a commitment to leading schools adept at delivering high academic achievement outcomes and providing an inclusive education for students with disabilities. This leadership is predicated upon their inclusive consciousness, or a dogged determination to provide ethical and meaningful educational experiences to all students, but especially those with disabilities. The purpose of this study was to understand how four elementary-level public school principals acquired, developed, and demonstrated an inclusive consciousness that guided their leadership of effective inclusive schools. Data were collected using a basic qualitative methodology and …