Relationship of presage, context, and process variables to ALT-PE of elementary level mainstreamed students

Classroom processes were analyzed to study the effectiveness of mainstreaming in physical education. Thirty teachers and 30 mainstreamed handicapped students were videotaped in elementary school P.E. classes. Data on their classroom behavior were coded using standard systematic ALT-PE ''effective teaching'' observation practices. There were many favorable classroom processes to indicate that mainstreaming was a good context for both handicapped and nonhandicapped students (e.g., comparable ALT-PE percentages and a more positive than negative interaction between teacher and student). Variables most predictive of ALT-PE were interruptions in class and whether a teacher was itinerant or not.