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This study examined how students with orthopedic impairments experienced strategies identified in the literature to support 'inclusion'. An interpretative phenomenological analysis research approach was used, and six students with orthopedic impairments (age 10–14 years) served as participants. Data sources were written prompts, semi-structured, audiotaped interviews, and reflective interview notes. Based on thematic data analysis, four themes were constructed: "It's kind of embarrassing": experiences with support; "I don't want to be different": equipment, activity, and rule modifications; "I like to be a part of the conversation": autonomy and choice in PE; and "I would rather be like the other students": discussing disability. The experiences portrayed through these themes highlighted the differential effects of these explicated strategies, where each strategy contributed to feelings of inclusion, as well as marginalization among participants. As such, the findings indicated that 'inclusive' strategies should not be considered as blanket recommendations; instead, attempts to promote 'inclusion' of students with disabilities should start with a reflexive look at the unique needs of each individual student. [ABSTRACT FROM AUTHOR]

Research indicates that individuals with visual impairments tend not to meet the physical activity guidelines for health promotion. Existing literature has identified barriers to physical activity as having the potential to impact the physical activity engagement of this population. Most studies of barriers to physical activity among populations with visual impairments have used instruments developed for other groups. However, scholars within the field of adapted physical activity recommended the development and use of instruments designed to address the needs and characteristics of specific disability groups. Therefore, the purpose of this study was to develop and validate a brief scale designed to measure the magnitude of barriers to physical activity for use among adults with visual impairments. The instrument was developed in four phases: (a) item development, (b) content validity, (c) exploratory factor analysis, and (d) confirmatory factor analysis. Factor analyses yielded 12 items across three barrier factors (i.e., accessibility, personal, and transportation). The Barriers to Physical Activity for Adults with Visual Impairment scale is a valid and reliable measure of barriers to physical activity for this population. [ABSTRACT FROM AUTHOR]