Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: a narrative review of international literature

Hutzler, Yeshayahu; Meier, Stefan; Reuker, Sabine; Zitomer, Michelle R.

doi:10.1080/17408989.2019.1571183

Cited by 128 publications

(122 citation statements)

References 82 publications

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“…Indeed, considering the present study's Saudi Arabian context, efforts to encourage sustainability in education are severely lacking because only seven out of 29 universities in Saudi Arabia offer specific PETE programs. This highlights the importance of Hutzler, Meier, Reuker, and Zitomer's [47] recommendation of implementing the five instrumental factors that have been shown to be effective at raising pre-service teachers' self-efficacy levels. Specifically, Hutzler et al [47] recommend offering pre-service teachers more experience in teaching students with disabilities in a variety of contexts and observing role models teaching such students to improve the institution's inclusion-focused academic training.…”

Section: Discussionmentioning

confidence: 90%

“…This highlights the importance of Hutzler, Meier, Reuker, and Zitomer's [47] recommendation of implementing the five instrumental factors that have been shown to be effective at raising pre-service teachers' self-efficacy levels. Specifically, Hutzler et al [47] recommend offering pre-service teachers more experience in teaching students with disabilities in a variety of contexts and observing role models teaching such students to improve the institution's inclusion-focused academic training. Moreiver, treating inclusion as a process, not a binary performance goal, and specifically catering for the extent and type of students' disabilities (e.g., developing specific approaches to suit the needs of students with intellectual disabilities, physical disabilities, and visual impairments) will be beneficial.…”

Section: Discussionmentioning

confidence: 90%

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Self-Efficacy of Pre-Service Physical Education Teachers Toward Inclusion in Saudi Arabia

2020

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This study aims to determine the differences in levels of self-efficacy toward inclusion in general physical education (PE) classes among Saudi pre-service PE teachers. It also aims to evaluate the effect of independent variables with the covariate of attitude scores on participants’ self-efficacy toward including students with intellectual disabilities (ID), physical disabilities (PD), and visual impairments (VI). In total, 260 pre-service PE teachers enrolled in a university in Saudi Arabia completed the Arabic version of the self-efficacy scale for a physical education teacher education major toward children with disabilities. Repeated-measures multivariate analysis of covariance (MANCOVA) revealed that self-efficacy was highest towards including students with intellectual disability in general PE class and lowest towards students with physical disabilities. Having previous experience of observing a PE teacher teaching a student with a disability significantly influenced participants’ self-efficacy. Participants’ attitudes toward inclusion were only significant with participants’ self-efficacy toward students with physical disabilities. The findings suggest that observing a role model significantly predicts self-efficacy toward the inclusion of students with a disability.

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Section: Discussionmentioning

confidence: 90%

Section: Discussionmentioning

confidence: 90%

Self-Efficacy of Pre-Service Physical Education Teachers Toward Inclusion in Saudi Arabia

2020

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“…Rekaa, Hanisch & Ytterhus (2019) realizan una revisión al respecto y hallan que los estudiantes con discapacidad experimentan exclusión y falta de pertenencia en EF. Se sugiere así que estos estudiantes corren el riesgo de ser rechazados debido a las expectativas inalcanzables de los docentes (Reich, 2012) y es que los docentes se han enfrentado al reto de la atención de estudiantes con discapacidad en aulas inclusivas y a la necesidad de brindarles apoyo y EF adaptada (Hutzler, Meier, Reuker & Zitomer, 2019). Muchos de ellos sienten que incluir a los estudiantes con discapacidad les proporciona beneficios, pero señalan asimismo que les preocupan las dificultades prácticas de enseñar a estos estudiantes, la falta de apoyo y el posible rechazo a los estudiantes con discapacidad por parte de sus compañeros (Wang, Qi & Wang, 2015).…”

Section: Actitudes Del Profesorado De Educación Física Hacia La Incluunclassified

Actitudes del profesorado de Educación Física hacia la inclusión de alumnos con discapacidad (Physical Education teachers’ attitudes towards the inclusion of students with disabilities)

García

González²

2020

Retos

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El modelo educativo basado en la inclusión refleja las necesidades sociales y se basa en la educación de calidad para todos los alumnos y la atención de sus necesidades particulares. Los docentes juegan un papel crucial en el desarrollo de metodologías inclusivas y su actitud va a determinar en gran medida el éxito de dichas metodologías y del propio modelo inclusivo. Con el objetivo de conocer las actitudes hacia la inclusión educativa de alumnado con discapacidad en maestros de educación física de primaria y secundaria, se examinan datos provenientes de 72 docentes de esta área (60% hombres y 40% mujeres), que ejercen tanto en centros escolares públicos como privados en varias comunidades autónomas del estado español. Se ha utilizado un cuestionario para profesores de actitudes hacia los alumnos con necesidades educativas especiales derivadas de discapacidad. Los resultados muestran que los profesores presentan actitudes moderadamente positivas hacia la inclusión de alumnos con discapacidad. Se concluye la necesidad de optimizar la formación en materia de inclusión y la realización de programas de prácticas que incluyan contacto con el alumnado con discapacidad. Abstract. The educational model based on inclusion reflects social needs and is based on quality education for all students and attention to their particular needs. Teachers play a crucial role in the development of inclusive methodologies and their attitude largely determines the success of these methodologies and the inclusive model itself. In order to assess physical education teachers’ attitudes toward educational inclusion of students with disabilities in primary and secondary education, data from 72 teachers in this area (60% men and 40% women), who work both in public and private schools in several autonomous communities of Spain, are examined. A questionnaire on teachers’ attitudes towards students with special educational needs derived from disability was used. The results show that teachers have moderately positive attitudes towards the inclusion of students with disabilities. The need to optimize training in inclusion and the realization of practical programs that include contact with students with disabilities is concluded.

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“…Tutumun bir duyuşsal özellik olması, içsel konuşmanın da duyuşsal mekanizmaya sahip olması nedeniyle ikisi arasındaki ilişkiye açıkça işaret eder. Tutumlar, kişilerin davranışlarını şekillendiren duyuşsal etmenlerdir [35]. Kişinin davranışının yönünü ve şiddetini etkilerler [54].…”

Section: Gi̇ri̇ş (Introduction)unclassified

Beden Eği̇ti̇mi̇ Dersi̇ne Yöneli̇k Durumsal Güdülenme, Tutum Ve İçsel Konuşma Arasindaki̇ İli̇şki̇

Ada¹,

Comoutos²,

Bal³

et al. 2020

NWSA

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In this study was to determination of the relationship between situational motivation (SIM), self-talk (ST) and attitude towards physical education (PE) lesson and students' other perceptions (liking level of PE-SEV, the level of importance given to the PE by the student-KVO and the level of perception of the importance given to PE by the family-AVO). Furthermore, it has been done the comparisons in terms of age and gender. A total of 698 secondary school students aged between 11-14 in the study. In the findings, girls obtained higher means for all sub scales of SIM and attitude, while boys obtained higher score for worry dimension only of ST. Girls obtained higher scores for SEV and KVO, whereas boys obtained higher means for AVO. When the age increased, SEV, KVO, AVO, instrinsic motivation-IM, identification regulation-IR and attitude decreased but somatic fatique factor of negative ST increased. SEV, KVO and AVO were positive correlated with the positive dimesions whereas negative correlated with the negative dimensions. IM and IR dimensions were found positive correlated with positive ST dimensions and attitude; but extrinsic motivation and amotivation dimensions were found negative correlated with attitude and, positive correlated with negative ST dimensions.

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Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: a narrative review of international literature

Cited by 128 publications

References 82 publications

Self-Efficacy of Pre-Service Physical Education Teachers Toward Inclusion in Saudi Arabia

Self-Efficacy of Pre-Service Physical Education Teachers Toward Inclusion in Saudi Arabia

Actitudes del profesorado de Educación Física hacia la inclusión de alumnos con discapacidad (Physical Education teachers’ attitudes towards the inclusion of students with disabilities)

Beden Eği̇ti̇mi̇ Dersi̇ne Yöneli̇k Durumsal Güdülenme, Tutum Ve İçsel Konuşma Arasindaki̇ İli̇şki̇

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