School administrators’ opinions of adapted physical education services
Adapted physical education, Educational leadership, Physical education, School administrators, Special education administrators
Journal of Special Education Leadership
• School administrators oversee and monitor specially designed programming for students with disabilities to ensure they receive appropriate services. School administrators, however, may be unprepared for the diverse roles that are needed to ensure students with disabilities receive an appropriate education (Edwards, 2012) including in adapted physical education (APE). • The purpose of this investigation was to determine school administrators’ opinions of the importance of APE services for students with disabilities. • TheSchool Administrators’ Opinions Toward APE Services Survey was administered to 200 school administrators throughout the state of Texas to determine school administrators’ opinions of APE. Descriptive statistics were reported and a factor analysis yielded a four-factor solution for the opinions toward level of importance. • The findings from this investigation indicate that (a) school administrators had low opinions toward APE and opinions of APE services were low when compared to other special education services, (b) female school administrators in Texas have higher overall opinions towards APE services compared to their male counterparts, and (c) school administrators that directly supervise APE teachers have generally more positive opinions toward APE services. • There is an essential need to understand school administrators’ opinions of APE, which has often been overlooked within the field of special education, and develop strategies to improve school administrators’ opinions of APE services.
Department of Kinesiology
Original Publication Date
UNI ScholarWorks, Rod Library, University of Northern Iowa
Bittner, Melissa; McNamara, Scott; Silliman-French, Lisa; and Katz, Heather, "School administrators’ opinions of adapted physical education services" (2020). Faculty Publications. 340.