Inclusion

For us, inclusion is more than just a space or a place, but rather it is a subjective experience characterized by feelings of acceptance, belonging, and value. In order to understand if people feel included within a space or a place, researchers and service providers must engage directly with the those intended to be included within those spaces. The CMHD is committed to engaging with and speaking to people with disabilities about their experiences in physical education, physical activity, and other educational contexts to learn whether feelings of inclusion are available to them, and if not, how we can work with service-providers to help develop atmospheres that support those feelings. On this site, we share more details about our views toward inclusion in our inclusion project video (insert hyperlink here), as well links to our scholarship in this area with colleagues nationally and internationally.

  • Haegele, J.A., †Ball, L.E., Zhu, X., †Keene, M.A., & †Nowland, L.A. (2022). Absent, incapable, and 'normal': Understanding the inclusiveness of visually impaired students' experiences in integrated physical education. Adapted Physical Activity Quarterly, 39(4), 424-445. 
  • Holland, K., Haegele, J.A., Zhu, X., & Bobzien, J. (2022). "They're either going to find ways to include you or they're just kind of not": Experiences of students with orthopedic impairments in integrated physical education. Adapted Physical Activity Quarterly, 39(3), 321-340. 
  • Li, C., Haegele, J.A., McKay, C., & Wang, L. (2022). Including students with physical disabilities in physical education in Singapore: Perspectives of peers without disabilities. European Physical Education Review, 28(1), 137-150. 
  • Haegele, J.A., & Maher, A.J. (2022). Male autistic youth experiences of belonging in integrated physical education. Autism: International Journal of Research & Practice, 26(1), 51-61. 
  • Pellerin, S.K., Wilson, W.J., & Haegele. J.A. (2022). The experiences of students with disabilities in self-contained physical education. Sport, Education & Society, 27(1), 14-26. 
  • Haegele, J.A., Ò“Kirk, T.N., †Holland, S.K., & Zhu, X. (2021). 'The rest of the time I would just stand there and look stupid': Access in integrated physical education among adults with visual impairments. Sport, Education & Society, 26(8), 862-874. 
  • Giese, M., Ruin, S., Baumgartner, J., & Haegele, J.A. (2021). "...and after that came me": Subjective constructions of social hierarchy in physical education classes among youth with visual impairments in Germany. International Journal of Environmental Research and Public Health, 18, 10946. 
  • Haegele, J.A., Wilson, W.J., Zhu, X., †Bueche, J.J., †Brady, E., & Li, C. (2021). Barriers and facilitators to inclusion in integrated physical education: Adapted physical educators' perspectives. European Physical Education Review, 27(2), 297-311. 
  • Buckley, M., Haegele, J.A., Zhu, X., & Bobzien, J. (2021). Experiences in physical education and sport: Reflections of female athletes with visual impairments. Curriculum Studies in Health & Physical Education, 12(1), 67-79. 
  • Holland, K., & Haegele, J.A. (2021). Perspectives of students with disabilities toward physical education: A review update 2014-2019. Kinesiology Review, 10(1), 78-87. 
  • McNamara, S., & Haegele, J.A. (2021). Undergraduate students' experiences with educational podcasts to learn about inclusive and integrated physical education. European Physical Education Review, 27(1), 185-202. 
  • Haegele, J.A., Zhu, X., & †Holland, K. (2020). Fitness testing experiences in integrated physical education as reflected by adults with visual impairments. European Physical Education Review, 26(4), 747-763. 
  • Tanure Alves, M.L., Grenier, M., Haegele, J.A., & Duarte, E. (2020). "I didn't do anything, I just watched": Perspectives of Brazilian students with physical disabilities toward physical education. International Journal of Inclusive Education, 24(10), 1129-1142. 
  • Haegele, J.A., Hodge, S.R., Zhu, X., †Holland, S.K., & Wilson, W.J. (2020). Understanding the inclusiveness of integrated physical education from the perspectives of adults with visual impairments. Adapted Physical Activity Quarterly, 37(2), 141-159. 
  • Haegele, J.A., Zhu, X., & †Holland, S.K. (2020). School-based bullying experiences as reflected by adults with visual impairments. Psychology in the Schools, 57, 296-309. 
  • Haegele, J.A. (2019). Inclusion illusion: Questioning the inclusiveness of integrated physical education. Quest, 71(4), 389-397. 
  • Yessick, A.B., & Haegele, J.A. (2019). "Missed opportunities": Adults with visual impairments reflections on the impact of physical education on current physical activity. British Journal of Visual Impairment, 37(1), 40-49. 
  • Haegele, J.A., & †Kirk, T.N. (2018). Experiences in physical education: Exploring the intersection of visual impairment and maleness. Adapted Physical Activity Quarterly, 35(2), 196-213. 
  • Haegele, J.A., & Zhu, X. (2017). Experiences of individuals with visual impairments in integrated physical education: A retrospective study. Research Quarterly for Exercise and Sport, 88(4), 425-435. 

Center for Movement, Health & Disability

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jhaegele@odu.edu
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