Effectiveness of Adaptive Physical Education Programs for Students with Disabilities in Canada

Abstract

Purpose: The aim of the study was to analyze the effectiveness of adaptive physical education programs for students with disabilities in Canada

Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.

Findings:  Adaptive Physical Education (APE) programs in Canada aim to enhance the physical fitness and overall well-being of students with disabilities by tailoring physical activities to their unique needs. Research indicates that such programs can lead to improvements in various fitness components, including muscular strength, cardiovascular endurance, and flexibility. For instance, a three-year study involving adolescents with intellectual disabilities demonstrated significant positive outcomes in body composition, muscular endurance, explosive strength, flexibility, and cardiovascular fitness over time.

Unique Contribution to Theory, Practice and Policy: Self-determination theory, ecological systems theory & social cognitive theory may be used to anchor future studies on the effectiveness of adaptive physical education programs for students with disabilities in Canada. Teachers should undergo specialized training in adaptive methods, rapport-building, and the use of assistive technologies, such as virtual reality and motion-capture tools, to enhance student engagement. Policies should encourage collaborations between educational institutions, healthcare providers, and community organizations to create sustainable, multi-sectoral APE programs.