Beliefs of Chinese Physical Educators on Teaching Students With Disabilities in General Physical Education Classes

Abstract

This study examined the behavioral beliefs of physical education (PE) teachers about teaching students with disabilities in their general PE (GPE) classes and to identify the factors that contribute to their beliefs. A total of 195 PE teachers from a region in eastern China were surveyed. Results of the Physical Educators' Attitudes Toward Teaching Individuals With Disabilities-III survey indicate that although some teachers felt that including students with disabilities in GPE classes provides benefit for them, they were concerned about the practical difficulties of teaching students with disabilities in GPE classes, the lack of support, and the possible rejection of students with disabilities by their peers. Moreover, the behavioral beliefs of teachers vary according to the disability conditions of the students. Results show that there is no significant effect of demographic factors on the beliefs of PE teachers. Quality of experience predicts positive beliefs. The study has important implication for teacher training, provision of equipment, and support from teacher assistants.

The Analysis of the Structure, Validity, and Reliability of an Inclusive Physical Education Self-Efficacy Instrument for Lithuanian Physical Education Teachers

“…Our study data also show that the PE teachers who had attended previous APE training presented higher SE than those who did not attend such training. This finding is supported by other researchers' data with similar results (Hutzler et al, 2005;Taliaferro, 2010;Wang, Qi, & Wang, 2015). Presumably, such teachers may be influenced by the increased professional knowledge acquired during their training, which leads to greater competence in overcoming barriers when including students both with and without disabilities in their classes.…”

Perceptions of Hong Kong physical education teachers on the inclusion of students with disabilities

“…Moreover, the different types and levels of student disabilities further influence the attitudes of teachers. For example, teachers adopted considerably favourable attitudes toward teaching students with learning disabilities compared with teaching those with emotional and behavioural disorders (Obrusnikova, 2008;Rizzo & Vispoel, 1991;Wang, Qi, & Wang, 2015). Regarding teacher-related variables, favourable attitudes were associated with female teachers (Conatser, Block, & Lepore, 2000;Hodge & Elliott, 2013;Meegan & MacPhail, 2006), those who had ample experience teaching students with disabilities (Block & Rizzo, 1995;Hodge & Elliott, 2013;Knoll & Fediuk, 2012;Obrusnikova, 2008;Tripp & Rizzo, 2006), those with substantial academic preparation (Block & Rizzo, 1995;Obrusnikova, 2008;Pedersen, Cooley, & Hernandez, 2014;Tripp & Rizzo, 2006), and those with significantly high perceived competence (Block & Rizzo, 1995;Conatser, Block, & Gansneder, 2002;Obrusnikova, 2008;Tripp & Rizzo, 2006;Wang et al, 2015).…”

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

“…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).…”