A qualitative narrative inquiry examining how PE faculty inclusion practices shape confidence in a college student living with a ventricular shunt
DOI:
https://doi.org/10.55040/qtkbks23Keywords:
inclusive physical education, ventricular shunt, narrative inquiry, faculty adaptation, student confidenceAbstract
Inclusive education in higher education can fail to consider the students with complicated medical problems needing a balance between safety and inclusion like the ventricular conditions (shunts) who cannot take part in the Physical Education (PE) activity. With an orientation of Narrative Inquiry, this qualitative study examines effects of practice by PE faculty to build the confidence of a college student living with a ventricular shunt. Four of the stories, student, PE teacher, parent and medical staff were studied in terms of temporality, sociality and place. Results indicate that adaptive teaching (e.g., in lieu of high-impact activities, graded low-intensity activities) and relational transparency and interdisciplinary readiness encouraged physical activity and psychosocial self-assurance. The student stated that she experienced functional gains and motivation, whereas the teacher stressed the use of open communication and co-planning with parents and health staff members. Proactive updates were confirmed by the parent to increase trust, and monitoring and emergency preparedness were identified by the nurse as a foundation of safe inclusion. These findings confirm that co-construction of confidence takes place based on relational pedagogy and clinical vigilance. The framework proposed as SAFE-PE, Screen and Share, Adapt and Advance, Visible Feedback, and Emergency Ready, provides practical advices on what should be done with a faculty and an institution. The present research offers a localized framework of inclusive PE to the Philippine higher education and highlights the ethical appeal of heart-centered teaching.
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