Disability Labels Affect Physical Educators

Abstract

This study assessed the affect of the label (i.e., CP) attached to a description of a child’s motor ability and teacher attributes on the variables of the Theory of Planned Behavior (TpB) on two groups of elementary teachers (label and no-label). Results from a Hotelling = s T2 MANOVA showed a labeling effect. Results from a simple linear regression procedure also showed that of the teacher attributes assessed, only perceived teaching competence (p < .01) predicted favorable intentions. Support for the TpB was demonstrated for the group with the label for the social normative component (p < .000). Further analyses showed that for the group that receive that label information, only the school principal (p < .05) was associated with favorable intentions.

Attitudes and Self-Efficacy of Arabic-speaking Physical Education Teachers in Israel toward Including Children with Disabilities

“…The significant low relationship found between age and attitude or SE in our study seems to be in accordance with previous studies from the USA, which did not indicate an impact of teachers' age on their attitudes toward inclusion (e.g., Rizzo & Vispoel, 1991;Rizzo & Wright, 1988;Tripp & Rizzo, 2006). However, in a few studies conducted about a decade after a policy change towards inclusion in the respective countries - (Rizzo, 1984) in the USA and Özer and associates (2013) in Turkey, younger teachers seemed to benefit more than older ones from the normative and curricular changes associated with the legislative reform.…”

Autoeficacia de profesores de educación física para la inclusión de alumnos con discapacidad y su relación con la formación y el contacto previo

“…Así, las actitudes de los docentes hacia la enseñanza de alumnado con diferentes grados de habilidad y discapacidad parece ser un factor clave para una inclusión exitosa (Hodge, y Jansma, 1999Folsom-Meek, y Rizzo, 2002), si bien muchos docentes manifiestan cierta incapacidad y falta de apoyos para atender a alumnos con discapacidad en sus clases, a veces porque consideran que no están lo suficientemente preparados para atenderles (Grenier, 2006), cuestión relacionada con el objeto de estudio de la presente investigación. Nos encontramos que aquellos docentes con un alto nivel de competencia percibida y experiencias positivas en la enseñanza con estudiantes con discapacidad suelen mostrar unas mejores actitudes hacia éstos (Folsom-Meek, Nearing, Groteluschen, y Krampf, 1999;Hodge, Davis, Woodard, y Sherrill, 2002;Tripp, y Rizzo, 2006), siendo más partidarios de un modelo de enseñanza inclusivo (DePauw, y Doll-Tepper, 2000;Hodge, Ammah, Casebolt, Lamaster, y O´Sullivan, 2004).…”

Are Australian pre-service physical education teachers prepared to teach inclusive physical education?

“…Research using these inventories has manipulated a number of variables that might influence practicing and pre-service physical educators' attitudes towards including SwD in a general PE class. These variables have included gender (Folsom-Meek, Nearing, Groteluschen, & Krampf, 1999;Rowe & Stutts, 1987), perceived competence (Hodge et al, 2002), practicum types (Rowe & Stutts, 1987;Hodge & Jansma, 1999;Hodge et al, 2002), academic major (Folsom-Meek et al, 1999;Folsom-Meek, Groteluschen, & Nearing, 1996) severity of disability (Folsom-Meek & Rizzo, 2002, Kowalski & Rizzo, 1996Rizzo & Kirkendall, 1995;Rizzo & Vispoel, 1991;1992), disability labels (Tripp & Rizzo, 2006), teaching experience (Rowe & Stutts, 1987), amount of practicum experience (Hodge & Jansma, 1999;2000), and types of academic preparation (West, 2009;Folsom-Meek et al, 1999;Stewart, 1990). The two variables that have produced the most robust findings over time have been the amount or pre-service training hours, and the severity of student disability.…”