A qualitative exploratory study of teachers' perceptions of movement behavior of students with intellectual disabilities in the school context.

Introduction: This study explored teachers' perceptions of movement behavior of students with intellectual disabilities (ID), intending to support the development of adapted motor assessment instruments and interventions. Methods: The study involved sixteen teachers from German schools for children and adolescents with ID, each of whom worked as a teacher with a specific focus and background and was similarly involved in the school's daily routine. A semi-structured interview focusing on six central research questions was conducted with each teacher who participated. The interviews were audio-recorded, transcribed, and analyzed using qualitative text analysis with the help of MAXQDA. Results: Six main thematic codes were generated within the analysis. Teachers' perceptions revealed that students show different levels of motor development and that most demonstrate potential for motor learning. As ascertained by the teachers, students can generally be considered a remarkably heterogeneous population, encompassing individuals with diverse diagnoses, needs, and motor and cognitive abilities. The teachers also reported that the students are generally able to perform simple everyday activities and are keen to learn or perform activities that help them become more independent and self-determined. They also mentioned that they have difficulties performing fine and gross motor activities. A range of individual, task-related, and environmental factors influences movement behavior and desires as well as problems related to movement behavior. Moreover, various sports and movement activities, as well as different forms of therapy, are offered at German special schools for students with ID. In the context of teaching practices, the teachers underlined the importance of using an individualized and gradual methodological approach to promote students' movement behavior. Discussion and conclusions: The findings suggest that both motor interventions and assessments should be adapted to the specific needs or characteristics of children and adolescents with ID so that they can participate and perform. Moreover, motor assessments and interventions should be systematically structured to address the specific needs of children and adolescents with ID, and to optimize the progress in motor learning. Within physical training, practitioners should place value on improving activities that are important for increasing independence and mastering everyday life, as well as for the overall personal development of the individual with ID. Attractive and promising tasks as well as assistive technology may be regarded as appropriate means to promote movement behavior. Future research should include the views of students and their families and other exploration techniques, e.g., direct observation or group interviews, to expand the understanding of movement behavior.