Attitudes of Physical Educators Toward Teaching Handicapped Pupils

Abstract

This study assessed the attitudes of physical educators (n = 194) toward teaching handicapped pupils in the regular class. The survey instrument used was the Physical Educators Attitude Toward Teaching the Handicapped (PEATH), which assesses teacher attitudes according to the type of handicapping condition (learning and physical) and grade level (K-3, 4-6, 7-8). A 2 × 3 randomized block factorial design and the Tukey (HSD) post hoc analysis were applied to the data. Results indicated that physical educators held more favorable attitudes toward teaching pupils with learning handicaps than those with physical handicaps. Furthermore, as grade level advanced from primary (K-3) to intermediate (4-6) and upper (7-8) grades, teacher attitudes became progressively less favorable.

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

“…Self-perceived competence is directly related to experiences in teaching students with disabilities and to participation in educational preparation courses in special education or adapted physical education (Block, Taliaferro, Harris, & Kraus, 2010;Gutierres Filho et al, 2011;Palla, 2001;Rizzo, 1984;Rizzo & Kirkendall, 1995;Rizzo & Vispoel, 1991). Block et al (2010) examined perceived competence relative to a component of Bandura's (1997) social learning theory, selfefficacy.…”

Structure of a Questionnaire on Children's Attitudes towards Inclusive Physical Education (CAIPE-CZ)

“…Attitudes were conceptualized as (a) a person's beliefs about an object, (b) a person's feelings toward the object, and (c) action tendencies with respect to the object (Ajzen & Fishbein, 1980, p. 19). Attitudinal research in adapted physical activity has focused on the past twenty years in attitudes of physical education teachers starting with research utilizing the theory of planned behavior by Terry Rizzo (1984) followed by the in line of research using the theory of reasoned action (Downs & Williams, 1994;Rizzo & Kirkendall, 1995;Rizzo & Vispoel, 1991;Rizzo & Wright, 1988). In a Czech context, attitudes of physical educators towards inclusion were studied by Kudláček et al (2002) and recently by Kudláček (2007).…”

"Deporte inclusivo en la escuela": diseño y análisis de un programa de intervencion para promover la inclusión del alumnado con discapacidad en Educación Física

“…Si nos centramos en los objetivos de los estudios, encontramos que unos han girado en torno a describir las características o atributos del profesorado y su actitud hacia la inclusión de alumnos con discapacidad en sus clases (Avramidis et al, 2000b;Beattie, Anderson, y Antonak, 1997;Block y Rizzo, 1995;Cook, 2001;Cook y Cameron, 2010;Cook, Cameron, y Tankersley, 2007;Elliot, 2005;Hutzler et al, 2005;Jobe, Rust, y Brissie, 1996;Kalyva, Gojkovic, y Tsakiris, 2007;Kowalski y Rizzo, 1996;MacFarlane y Woolfson, 2013;Oh et al, 2010;Rizzo y Vispoel, 1991;Wilkerson, 2012); mientras que otros han descrito la actitud de los alumnos sin discapacidad hacia la inclusión de compañeros con discapacidad en sus clases de EF (Duchane y French, 1998;Hodge, 1998;Jerlinder, Danermark, y Gill, 2010;Ozer et al, 2013;Qi y Ching, 2012;Rizzo, 1984;Rizzo y Vispoel, 1991;Samalot-Rivera y Hodge, 2013;Vaporidi, Kokaridas, y Krommidas, 2005). …”

“…Handicapped-II (PEATH), (Rizzo, 1984), usado por distintos autores en sus estudios (Conaster et al, 2002;Downs y Williams, 1994;Rizzo y Kirkendall, 1995;Rizzo y Vispoel, 1991Schmidt-Gotz, Doll-Tepper, y Lienert, 1994). …”

“…El nivel de afectación también es considerado en los estudios, encontrando que los alumnos con discapacidades leves son mejor vistos que los que tienen discapacidades más severas (Aloia, Knutson, Minner, y Von Seggern, 1980;Block y Rizzo, 1995;Rizzo, 1984;Rizzo y Vispoel, 1991;Rizzo y Wright, 1987), coincidiendo con los que dicen sentirse más cómodos en sus clases dependiendo de si las discapacidades son moderadas o leves, y preferiblemente no siendo de tipo físico o cognitivo (Forlin, 1995).…”