Justin Haegele

Assistant Professor

Old Dominion University

United States

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Justin Haegele is an Assistant Professor at Old Dominion University in the United States. His research areas include the inclusion of students with disabilities in physical education, the impact of movement behavior on youth with ADHD, and the experiences of marginalized groups in education. He has published extensively on topics such as drug use among adolescents with impairments and barriers to educational inclusion for students with autism and Down syndrome.

Articles (13)

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2025

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2025

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2024

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2024

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2022

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2021

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2020

Collaborators (4)

Sheyla Martínez-Rivera

Lecturer

SUNY Brockport

UNITED STATES

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Steven Holland

Associate Professor

Norwegian University of Science and Technology

NORWAY

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Jacquelyn C.A. Meshelemiah

UNITED STATES

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Fabián Arroyo Rojas

Assistant Professor

Hofstra University

UNITED STATES

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Justin Haegele

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Articles (13)

The Complex and Marginalized Experiences of BIPOC Trafficked Women: An Examination of Disabilities, ACEs, Discrimination, and Racism

Barriers and Facilitators to Including Students With Down Syndrome in Integrated Physical Education: Chilean Physical Educators' Perspectives

Gender differences in positive and negative outcomes towards inclusion of students with autism spectrum disorders in physical education classes

Illicit drug use among adolescents and young adults with impairments in the US: A cross-sectional analysis of the National Survey on Drug Use And Health

Linking 24-hour movement behaviour guidelines to core symptoms and school engagement of youth with moderate/severe ADHD

School-based factors influencing physical activity participation in children and adolescents with disabilities: A qualitative systematic review and meta-synthesis

Barriers and facilitators to the inclusion of autistic students in integrated physical education: a Colombian perspective

Can we talk? A correspondence study to examine responsiveness of physical educators to requests for a phone call from parents of children with disabilities

Associations between 24-h movement guidelines compliance and anxiety and depression among youth receiving special education services in the US

Beyond spatial materiality, towards inter- and intra-subjectivity: conceptualizing exclusion in education as internalized ableism and psycho-emotional disablement

Understanding Parents’ Experiences with Children with Type 1 Diabetes: A Qualitative Inquiry

“… and after That Came Me”. Subjective Constructions of Social Hierarchy in Physical Education Classes among Youth with Visual Impairments in Germany

Assessment of the gait-related acceleration patterns in adults with autism spectrum disorder

Collaborators (4)

Sheyla Martínez-Rivera

Steven Holland

Jacquelyn C.A. Meshelemiah

Fabián Arroyo Rojas

Make your next move.

Justin Haegele

Research Interests

Explore related searches

Contact this professor

About

Articles (13)

The Complex and Marginalized Experiences of BIPOC Trafficked Women: An Examination of Disabilities, ACEs, Discrimination, and Racism

Barriers and Facilitators to Including Students With Down Syndrome in Integrated Physical Education: Chilean Physical Educators' Perspectives

Gender differences in positive and negative outcomes towards inclusion of students with autism spectrum disorders in physical education classes

Illicit drug use among adolescents and young adults with impairments in the US: A cross-sectional analysis of the National Survey on Drug Use And Health

Linking 24-hour movement behaviour guidelines to core symptoms and school engagement of youth with moderate/severe ADHD

School-based factors influencing physical activity participation in children and adolescents with disabilities: A qualitative systematic review and meta-synthesis

Barriers and facilitators to the inclusion of autistic students in integrated physical education: a Colombian perspective

Can we talk? A correspondence study to examine responsiveness of physical educators to requests for a phone call from parents of children with disabilities

Associations between 24-h movement guidelines compliance and anxiety and depression among youth receiving special education services in the US

Beyond spatial materiality, towards inter- and intra-subjectivity: conceptualizing exclusion in education as internalized ableism and psycho-emotional disablement

Understanding Parents&rsquo; Experiences with Children with Type 1 Diabetes: A Qualitative Inquiry

“… and after That Came Me”. Subjective Constructions of Social Hierarchy in Physical Education Classes among Youth with Visual Impairments in Germany

Assessment of the gait-related acceleration patterns in adults with autism spectrum disorder

Collaborators (4)

Sheyla Martínez-Rivera

Steven Holland

Jacquelyn C.A. Meshelemiah

Fabián Arroyo Rojas

Make your next move.

Understanding Parents’ Experiences with Children with Type 1 Diabetes: A Qualitative Inquiry