Parents' perceptions of the factors essential for integrated physical education programs

Since the passage of the Education for All Handicapped Children Act in 1975 . problems remain regarding appropriate placement of children into least re strictive learning environments in physical education. Many educational pla cements are ineffective for reasons that have little relationship to the ch ildren's abilities. and this has resulted in an ongoing need to seek altern ative methods of assessing children for appropriate class placements. Paren ts have always been involved in this decision-making process, As advocacy a nd training programs have increased their effectiveness as resource personn el, parents' roles in the education process have broadened. Because of pare nts' enhanced capabilities as support personnel. and the crucial roles they play in their children's educational programs, this study investigated par ents' perspectives regarding the factors essential for placement of childre n with disabilities into integrated physical education programs. Seventy-fi ve parents completed a 21-item survey to determine factors essential for in tegrated physical education programs. Results suggested that class size, pr ogram support, physical and communicative skills, health status, and motiva tion were prerequisites of an effectively integrated program.