Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

Abstract

Abstract-This study assessed the attitudes about the inclusion of students with disability by professionals in education and health, relative to their experience and training. We compared three groups: 20 teachers and trainees who worked in an adapted physical education program (GI); 75 professionals from the municipal education system of Rio Claro subdivided according to their experience-CGyes e CGno, respectively, with and without experience. We used the inventory adapted by Palla (2001) to assess participants' attitudes and self-concepts. Overall, individuals in the group that participated in the intervention maintained their tendency of being favorable toward inclusion. Teachers in regular school settings in the municipal school system of Rio Claro (São Paulo, Brazil), regardless of their experience with inclusive settings, remain mostly indecisive about the benefits of inclusion. Keywords: inclusion, adapted physical education, attitudesResumo-"Atitudes de educadores e educadores físicos sobre inclusão. Efeitos da participação em um programa inclusivo de educação física adaptada." O presente estudo avaliou a atitude sobre a aceitação da inclusão de deficientes por profissionais da área de educação e saúde, conforme sua experiência e formação. Para isso, foram comparados três grupos: 20 professores e estagiários que atuaram em programa de educação física adaptada (GI); 75 profissionais da rede municipal de educação de Rio Claro, subdivididos conforme sua experiência-CGyes e CGno, com e sem experiência, respectivamente. Foi utilizado o inventário adaptado por Palla (2001) para avaliar as atitudes e o autoconceito dos participantes. Em geral, os indivíduos que participaram da intervenção mantiveram sua tendência favorável à inclusão. Os professores em contextos escolares regulares na rede municipal de ensino de Rio Claro (São Paulo, Brasil), independentemente da sua experiência com inclusão, continuam indecisos sobre os benefícios da inclusão. Palavras-chaves: inclusão, educação física adaptada, atitudesResumen-"Las actitudes de los educadores y educadores físicos acerca de la inclusión . Efectos de la participación en un programa inclusivo de educación física adaptada." El presente estudio evaluó la actitud en relación a la aceptación de la inclusión de discapacitados por profesionales en el área de educación y salud, de acuerdo a su experiencia y titulación. Para ello, se compararon tres grupos: 20 profesores y practicantes que actuaron en el programa de educación física adaptada (GI), 75 profesionales de la educación municipal de Rio Claro, subdivididos de acuerdo a su experiencia-CGno y CGyes, respectivamente con y sin experiencia. Se utilizó el inventario adaptado por Palla (2001) para evaluar las actitudes y el autoconcepto de los participantes. En general, las personas que participaron en la intervención mantuvieron su tendencia favorable hacia la inclusión. Los profesores en entornos escolares regulares en las escuelas municipales de Rio Claro (Sao Paulo, Brasil), independientemente de su experiencia c...

Brazilian physical education teachers’ attitudes toward inclusion before and after participation in a professional development workshop

“…Tellingly, Brazilian physical education teachers have expressed hesitancy about teaching students with disabilities and contend that they are not adequately prepared to do so effectively (Nascimento et al, 2007). Therefore, although more students with disabilities are being educated in inclusive classes, unprepared teachers tend to improvise pedagogical practices because of inadequate training (Mauerberg-deCastro et al, 2013). For example, Alves and Duarte (2014) reported that feelings of exclusion for students with disabilities in physical education occurred as a result of lack of adaptations presented by their physical educators.…”

Autoeficácia Docente de Futuros Professores de Educação Física em Contextos de Inclusão no Ensino Básico

“…As the student teachers had a greater possibility of contact with people with disabilities due to the different projects that the university offered at the time of the research, the participants may have acquired and developed skills and competences that made them feel more capable and able to deal with children in a context of inclusion in Physical Education classes at school (Mauerberg-decastro et al, 2013). Similarly, this perception of competence tends to generate fewer negative physiological and emotional reactions.…”

“…7, March 31, 2004) have oriented that the needs of people with disabilities, among various dimensions and populations, in order to provide physical activity, care for health and quality of life, should be contemplated. However, Physical Education teachers have identified the presence of barriers in promoting inclusion in school, since the structure and faculty are not always prepared for this (Mauerberg-decastro et al, 2013;Palla & Mauerberg-decastro, 2004).…”

“…The few practical experiences, derived from the curricular structures of the training courses, had a negative influence on the teachers' perception of inclusive education (Campos, Ferreira, & Block, 2015;Gutierres Filho, Monteiro, Silva, & Silva, 2012). Despite their positive attitude, the absence of these experiences has led future teachers to become disinterested in inclusive education in regular physical education classes at school (Mauerberg-decastro et al, 2013;Palla & Mauerberg-decastro, 2004). Thus, both the feeling of unpreparedness and the perception of barriers contribute to the activation of negative physiological and affective reactions, such as insecurity, fear, anguish and frustration, when faced with this context in the school (Avramidis et al, 2000;Campos et al, 2015;Faria & Camargo, 2018).…”

Tutoria nas aulas de Educação Física inclusiva: uma revisão sistemática

“…No Brasil, nas décadas de 1980 e 1990, os governos estaduais e federais tomaram iniciativas para modernizar as leis relacionadas aos direitos das pessoas com deficiências. 6 Entretanto, apesar dos direitos de acesso à educação no ensino regular, estabelecidos em Declarações, Leis e Decretos, como: Constituição Federal do Brasil -1988; Declaração Mundial sobre Educação para todos -1990; Declaração de Salamanca -1994; Lei de Diretrizes e Bases -1996; Lei n. 9.394 -1996; Resolução CNE/CEB n˚02/2001; Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva -2008; Lei n. 11.494 -2007, [7][8][9] dentre outras. O que ainda temos nos dias de hoje é uma batalha constante em oportunizar as pessoas com deficiência, o acesso à educação de qualidade.…”