Items where Author is "Haegele, JA"

Maher, AJ and Haegele, JA (2024) Beyond spatial materiality, towards inter- and intra-subjectivity: conceptualizing exclusion in education as internalized ableism and psycho-emotional disablement. British Journal of Sociology of Education. pp. 1-16. ISSN 0142-5692 DOI: https://doi.org/10.1080/01425692.2024.2334272

Haegele, JA and Holland, SK and Wilson, WJ and Maher, AJ and Kirk, TN and Mason, A (2023) Universal design for learning in physical education: Overview and critical reflection. European Physical Education Review. pp. 1-15. ISSN 1356-336X DOI: https://doi.org/10.1177/1356336x231202658

Haegele, JA and Maher, AJ (2023) Toward a Conceptual Understanding of Inclusion as Intersubjective Experiences. Educational Researcher. pp. 1-31. ISSN 0013-189X DOI: https://doi.org/10.3102/0013189X231176287

Haegele, JA and Maher, AJ and Ross, SM (2023) Whose knowledge matters? Physical education teacher educator views and experiences of visual impairment simulations. Sport, Education and Society. pp. 1-14. ISSN 1357-3322 DOI: https://doi.org/10.1080/13573322.2023.2222284

Giese, M and Haegele, JA and Maher, AJ (2023) The Ableist Underpinning of Normative Motor Assessments in Adapted Physical Education. Journal of Teaching in Physical Education. pp. 1-7. ISSN 0273-5024 DOI: https://doi.org/10.1123/jtpe.2022-0239

Maher, AJ and Haegele, JA (2022) The authenticity of disability simulations through empathetic imaginings: the perspectives of visually impaired people. Educational Review. ISSN 0013-1911 DOI: https://doi.org/10.1080/00131911.2022.2119207

Haegele, JA and Maher, AJ (2021) A creative non-fiction account of autistic youth integrated physical education experiences. Disability & Society. pp. 1-20. ISSN 0968-7599 DOI: https://doi.org/10.1080/09687599.2021.2007361

Haegele, JA and Maher, AJ (2021) Male autistic youth experiences of belonging in integrated physical education. Autism. p. 136236132110186. ISSN 1362-3613 DOI: https://doi.org/10.1177/13623613211018637

Maher, AJ and Haegele, JA and Sparkes, AC (2021) ‘It’s better than going into it blind’: reflections by people with visual impairments regarding the use of simulation for pedagogical purposes. Sport, Education and Society. pp. 1-15. ISSN 1357-3322 DOI: https://doi.org/10.1080/13573322.2021.1897562