Michelle Grenier
Biographic Data
| ID | 3746703 |
|---|---|
| NAME | Michelle Grenier |
| GIVEN NAMES | Michelle |
| FAMILY NAME | Grenier |
| SIGNATURE | GRENIER M |
| AFFILIATIONS | University of New Hampshire |
| ORCID | 0000-0002-7661-3765 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
The importance of abilities in inclusive experiences from the perspective of people with visual impairments
Background Alpine skiing offers both opportunities and challenges for individuals with visual impairments. Despite its potential for inclusion, barriers persist that limit participation. Using an ableism-critical and interpretivist perspective, this study explores inclusion as a subjective experience from the perspective of alpine skiers with visual impairments, focusing on how sport-related abilities influence inclusive processes. The aim is to …
It's So Funny to Just Throw Off the Blind Girl” Subjective Experiences of Barriers in Physical Education With Visually Impaired Students—an Emancipatory Bad Practice Approach
The objective of this study is to examine the subjective barriers experienced by blind and visually impaired students in general physical education (PE) using qualitative research methods. A total of 10 students, comprising six females and four males, between the ages of 17 and 19 (with an average age of 18.5 years) were interviewed. The students had been enrolled in mainstream schools at the International Standard Classification of Education (IS…
Strategies for Inclusion
Since the passage of the Individuals with Disabilities Education Act in 1975, the process of including students with disabilities in general physical education classes has become a reality for school districts. Unfortunately for many students with disabilities, the transition from traditionally segregated classrooms to supportive, inclusive environments has been a continual struggle for all parties involved. Strategies for Inclusion, Fourth Editi…
Utilizing the Framework of Life Skills Development to Promote Social–Emotional Learning in Elementary Physical Education
The purpose of this article is to demonstrate how elementary physical education (PE) teachers can incorporate social emotional learning (SEL) and life skills into their teaching. Within school-based PE, the ability to foster SEL competencies has been the traditional focus. However, even with the recognized differences between youth sport and PE, the application of life skills holds much merit within PE settings, due, in part, to the fundamental p…
Cross-Cultural Translation and Application of the Lieberman–Brian Inclusion Rating Scale for PE in German-Speaking Countries
Overcoming participation barriers of students with disabilities in physical education is of great importance and an internationally recognized goal. Research highlights that students with disabilities have mixed feelings about their inclusion experiences in physical education. Physical education teachers often do not feel prepared to appropriately support all students. In German-speaking countries in particular, there is a strong tradition of seg…
Individualized education plan applied to physical education as a support for inclusion in Brazilian schools
To-date, the Brazilian education system does not foresee using the Individualized Education Plan (IEP) for students with disabilities (SWDs) enrolled in general schools. Given the current lack-of national guidelines in this sense, this research sought to analyse the collaborative construction process and-the applicability of the IEP in the physical education (PE) context. Specifically, it aimed to elucidate the consequences of the optional (non-m…
Youth participation in a wheelchair tennis program from a social relational perspective
Educating students with severe disabilities through an inclusive pedagogy in physical education
The purpose of this research was to examine the pedagogical practices that encourage students with severe disabilities’ participation in an elementary physical education program through the lens of ableism. Focus group interviews were conducted with elementary students and semi-structured interviews were conducted with eight educators in the school. Field notes were conducted and documents, including the lesson plan and journal entries were colle…
The invisible student in physical education classes
Students with disabilities have described issues related to participating in activities during physical education (PE) classes with feelings of being excluded. This study investigates the inclusive process of the Deaf or hard of hearing students in school from the specific context of PE class. Qualitative research using semi-structured face to face interviews were utilised with a convenience sample of seven Deaf or Hard of hearing students. All i…
Sensory Balancing Strategies for Students with Autism Spectrum Disorder
This article presents information on the impact of hyper or hypo-sensory responses and specific strategies that can balance the systems. We examine the five sensory systems (tactile, auditory, visual, proprioceptive, and vestibular), common behaviors associated with each system, and recommend instructional strategies designed to support student learning. In recognizing and identifying the potential effects of the sensory experiences of students w…
Micro-Training
Morrison and colleagues found that paraeducators desired professional development for physical education, specifically collaborative professional development–so the teachers and paraeducators can learn strategies for working together.–However, it is not always possible for paraeducators to be trained at the beginning of the school year for a number of reasons including time constraints and scheduling conflicts. The purpose of this article–is to–p…
I didn’t do anything, I just watched’
Teachers in physical education (PE) classes continue to face problems promoting effective participation of students with disabilities. To better comprehend these issues, we need to advance discussions on PE programming and curricula, as well as the values about ability and performance that are communicated through these mediums. Difficulties with inclusion in this specific educational context are associated with more than simply a lack of adaptat…
The Lieberman–Brian Inclusion Rating Scale for Physical Education
Children with disabilities have mixed feelings about their inclusion experiences. The purpose of this study was to explore the validity and reliability of results from the Lieberman-Brian Inclusion Rating Scale for Physical Education. Experts in adapted physical education ( n = 10) established content and face validity (mean = 4.68 ± 0.56) on a five-point scale through three rounds of evaluation through the Delphi method. Next, elementary physica…
Moving to inclusion
Difference, like nature, calls forth possibilities for developing transformative relationships. According to Keller in 1985, ‘Difference thus invites a form of engagement and understanding that allows for the preservation of the individual. Self and other survive in a structural integrity?’ Moving towards inclusion requires that we consider teaching as relational where resources for joint actions emerge, promoting an awareness of possibility rath…
Educating students with severe disabilities through an inclusive pedagogy in physical education
The purpose of this research was to examine the pedagogical practices that encourage students with severe disabilities’ participation in an elementary physical education program through the lens of ableism. Focus group interviews were conducted with elementary students and semi-structured interviews were conducted with eight educators in the school. Field notes were conducted and documents, including the lesson plan and journal entries were colle…
I didn’t do anything, I just watched’
Teachers in physical education (PE) classes continue to face problems promoting effective participation of students with disabilities. To better comprehend these issues, we need to advance discussions on PE programming and curricula, as well as the values about ability and performance that are communicated through these mediums. Difficulties with inclusion in this specific educational context are associated with more than simply a lack of adaptat…
Moving to inclusion
Difference, like nature, calls forth possibilities for developing transformative relationships. According to Keller in 1985, ‘Difference thus invites a form of engagement and understanding that allows for the preservation of the individual. Self and other survive in a structural integrity?’ Moving towards inclusion requires that we consider teaching as relational where resources for joint actions emerge, promoting an awareness of possibility rath…
Youth participation in a wheelchair tennis program from a social relational perspective
It's So Funny to Just Throw Off the Blind Girl” Subjective Experiences of Barriers in Physical Education With Visually Impaired Students—an Emancipatory Bad Practice Approach
The objective of this study is to examine the subjective barriers experienced by blind and visually impaired students in general physical education (PE) using qualitative research methods. A total of 10 students, comprising six females and four males, between the ages of 17 and 19 (with an average age of 18.5 years) were interviewed. The students had been enrolled in mainstream schools at the International Standard Classification of Education (IS…
Individualized education plan applied to physical education as a support for inclusion in Brazilian schools
To-date, the Brazilian education system does not foresee using the Individualized Education Plan (IEP) for students with disabilities (SWDs) enrolled in general schools. Given the current lack-of national guidelines in this sense, this research sought to analyse the collaborative construction process and-the applicability of the IEP in the physical education (PE) context. Specifically, it aimed to elucidate the consequences of the optional (non-m…
Moving to inclusion
Difference, like nature, calls forth possibilities for developing transformative relationships. According to Keller in 1985, ‘Difference thus invites a form of engagement and understanding that allows for the preservation of the individual. Self and other survive in a structural integrity?’ Moving towards inclusion requires that we consider teaching as relational where resources for joint actions emerge, promoting an awareness of possibility rath…
The Lieberman–Brian Inclusion Rating Scale for Physical Education
Children with disabilities have mixed feelings about their inclusion experiences. The purpose of this study was to explore the validity and reliability of results from the Lieberman-Brian Inclusion Rating Scale for Physical Education. Experts in adapted physical education ( n = 10) established content and face validity (mean = 4.68 ± 0.56) on a five-point scale through three rounds of evaluation through the Delphi method. Next, elementary physica…
I didn’t do anything, I just watched’
Teachers in physical education (PE) classes continue to face problems promoting effective participation of students with disabilities. To better comprehend these issues, we need to advance discussions on PE programming and curricula, as well as the values about ability and performance that are communicated through these mediums. Difficulties with inclusion in this specific educational context are associated with more than simply a lack of adaptat…
Sensory Balancing Strategies for Students with Autism Spectrum Disorder
This article presents information on the impact of hyper or hypo-sensory responses and specific strategies that can balance the systems. We examine the five sensory systems (tactile, auditory, visual, proprioceptive, and vestibular), common behaviors associated with each system, and recommend instructional strategies designed to support student learning. In recognizing and identifying the potential effects of the sensory experiences of students w…
Micro-Training
Morrison and colleagues found that paraeducators desired professional development for physical education, specifically collaborative professional development–so the teachers and paraeducators can learn strategies for working together.–However, it is not always possible for paraeducators to be trained at the beginning of the school year for a number of reasons including time constraints and scheduling conflicts. The purpose of this article–is to–p…
The invisible student in physical education classes
Students with disabilities have described issues related to participating in activities during physical education (PE) classes with feelings of being excluded. This study investigates the inclusive process of the Deaf or hard of hearing students in school from the specific context of PE class. Qualitative research using semi-structured face to face interviews were utilised with a convenience sample of seven Deaf or Hard of hearing students. All i…
Utilizing the Framework of Life Skills Development to Promote Social–Emotional Learning in Elementary Physical Education
The purpose of this article is to demonstrate how elementary physical education (PE) teachers can incorporate social emotional learning (SEL) and life skills into their teaching. Within school-based PE, the ability to foster SEL competencies has been the traditional focus. However, even with the recognized differences between youth sport and PE, the application of life skills holds much merit within PE settings, due, in part, to the fundamental p…
Cross-Cultural Translation and Application of the Lieberman–Brian Inclusion Rating Scale for PE in German-Speaking Countries
Overcoming participation barriers of students with disabilities in physical education is of great importance and an internationally recognized goal. Research highlights that students with disabilities have mixed feelings about their inclusion experiences in physical education. Physical education teachers often do not feel prepared to appropriately support all students. In German-speaking countries in particular, there is a strong tradition of seg…
Individualized education plan applied to physical education as a support for inclusion in Brazilian schools
To-date, the Brazilian education system does not foresee using the Individualized Education Plan (IEP) for students with disabilities (SWDs) enrolled in general schools. Given the current lack-of national guidelines in this sense, this research sought to analyse the collaborative construction process and-the applicability of the IEP in the physical education (PE) context. Specifically, it aimed to elucidate the consequences of the optional (non-m…
Youth participation in a wheelchair tennis program from a social relational perspective
Educating students with severe disabilities through an inclusive pedagogy in physical education
The purpose of this research was to examine the pedagogical practices that encourage students with severe disabilities’ participation in an elementary physical education program through the lens of ableism. Focus group interviews were conducted with elementary students and semi-structured interviews were conducted with eight educators in the school. Field notes were conducted and documents, including the lesson plan and journal entries were colle…
Strategies for Inclusion
Since the passage of the Individuals with Disabilities Education Act in 1975, the process of including students with disabilities in general physical education classes has become a reality for school districts. Unfortunately for many students with disabilities, the transition from traditionally segregated classrooms to supportive, inclusive environments has been a continual struggle for all parties involved. Strategies for Inclusion, Fourth Editi…
The importance of abilities in inclusive experiences from the perspective of people with visual impairments
Background Alpine skiing offers both opportunities and challenges for individuals with visual impairments. Despite its potential for inclusion, barriers persist that limit participation. Using an ableism-critical and interpretivist perspective, this study explores inclusion as a subjective experience from the perspective of alpine skiers with visual impairments, focusing on how sport-related abilities influence inclusive processes. The aim is to …
It's So Funny to Just Throw Off the Blind Girl” Subjective Experiences of Barriers in Physical Education With Visually Impaired Students—an Emancipatory Bad Practice Approach
The objective of this study is to examine the subjective barriers experienced by blind and visually impaired students in general physical education (PE) using qualitative research methods. A total of 10 students, comprising six females and four males, between the ages of 17 and 19 (with an average age of 18.5 years) were interviewed. The students had been enrolled in mainstream schools at the International Standard Classification of Education (IS…
Psychology (13 works) · Inclusion and Disability in Education and Sport (12 works) · Pedagogy (9 works) · Medicine (8 works) · Physical education (8 works) · Hearing Impairment and Communication (7 works) · Inclusion (mineral (7 works) · Sociology (7 works) · Mathematics education (6 works) · Medical education (6 works)