Impact of Inclusion in General Physical Education on Students Without Disabilities

Obrusníková, Iva; Válková, Hana; Block, Martin E.

doi:10.1123/apaq.20.3.230

Cited by 88 publications

(78 citation statements)

References 20 publications

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“…Over 25 years of research on the outcomes of students with and without disabilities at both the elementary and secondary levels suggests neither adverse nor positive academic impact of IE (Cole, Waldron, & Majd, 2004;Farrell, 2000;Hunt, Staub, Alwell, & Goetz, 1994;Lindsay, 2007;Markussen, 2004;Myklebust, 2002;Obrusnikova, Valkova, & Block, 2003;Rankin et al, 1999;Rea, McLaughlan, & Walther-Thomas, 2002). Such research has included measures of gains in academic attainment over a wide range of curricular areas, including math, literacy, science and physical education.…”

Section: Academic Outcomesmentioning

confidence: 99%

Moving Toward an Inclusive Education System: Lessons from the U.S. and Their Potential Application in the Czech Republic and Other Central and Eastern European Countries

Abery

Tichá

Kincade³

2017

SocEd

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Section: Academic Outcomesmentioning

confidence: 99%

Moving Toward an Inclusive Education System: Lessons from the U.S. and Their Potential Application in the Czech Republic and Other Central and Eastern European Countries

Abery

Tichá

Kincade³

2017

SocEd

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“…In formal education, children with different abilities are more humanly supported, since there is no distinction and difference and the equal education opportunities for all children are established. Thus, school integration is not just a functional but at the same time a purely moral problem [13][14][15].…”

Section: Introductionmentioning

confidence: 99%

Can an Intervention Program Affect Students’Attitudes Toward Inclusive Physical Education? An Application of the “Theory of Planned Behavior”

Bebetsos¹,

Derri²,

Vezos³

2017

J Psychiatry

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Journal of Psychiatry AbstractThe aim of this study was to to examine if an intervention program would change students' attitudes and intention(s) towards inclusion of disable students in a mainstream physical education class. The participants, 180 children without disabilities (M age =11.15, SD=0.70), completed the revised version of the Theory of Planned Behavior Theory questionnaire (TPB), twice (pre and post-test). After the implementation of the intervention program, results revealed significant statistical differences in almost all factors between control and experimental groups. These findings could assist PE teachers in educating students to understand, develop and perform appropriate behaviors towards their peers in order to facilitate their co-existence, and their mutual development and learning, within a PE class.

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“…Block and Vogler (1994) and Obrusníková, Válková, and Block (2003) focused on the impact of inclusion on students without disabilities. In order to study the impact of inclusive physical education on students' attitudes we need a valid and reliable instrument.…”

Section: Introductionmentioning

confidence: 99%

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

Kudláček¹,

Ješina²,

Wittmannová³

2011

Acta Gymnica

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BACKGROUND:The process of educating children with and without disabilities together has had many titles in the past, starting with mainstreaming, changing into integration and fi nally arriving at the current title of inclusion. While inclusion has become widespread, studies aiming to help us understand this phenomenon and variables that infl uence it have been limited mainly to the study of inclusion as a process and attitudes of teachers towards inclusive physical education. In order to study inclusion we also need to have questionnaires to measure the beliefs of children without disabilities.OBJECTIVE: The purpose of this study was to translate and modify the CAIPE-R instrument, to describe the structure of its components and to compare the structure of CAIPEʼs Czech version (CAIPE-CZ) to the original instrument. METHODS:The original questionnaire, CAIPE-R (Block, 1995), was modifi ed and translated using a standard back translation procedure. Data were collected from 140 girls (mean age 13.12 years, SD = 1.61) and 146 boys (mean age 13.26 years, SD = 1.48) and analyzed using SPSS-PC 19.0 software. RESULTS:The results of principal component factor analysis with Varimax rotation have proven the two component structure of the CAIPE-CZ questionnaire. The fi rst four items are loaded in one factor which was titled as "General beliefs about inclusion in physical education". In contrast with the original CAIPE-R questionnaire, the fi fth and sixth items are loaded to the second component together with 4 other items. This component was titled "Beliefs about actual behavior".CONCLUSION: CAIPE-CZ was translated using a standardized procedure and shows a high internal consistency and is also sensitive to detecting diff erences between groups of children with personal experiences with students with disabilities and those without such experiences. Thus CAIPE-CZ is ready to use for future studies about the attitudes of children towards inclusive physical education.

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Impact of Inclusion in General Physical Education on Students Without Disabilities

Cited by 88 publications

References 20 publications

Moving Toward an Inclusive Education System: Lessons from the U.S. and Their Potential Application in the Czech Republic and Other Central and Eastern European Countries

Moving Toward an Inclusive Education System: Lessons from the U.S. and Their Potential Application in the Czech Republic and Other Central and Eastern European Countries

Can an Intervention Program Affect Students’Attitudes Toward Inclusive Physical Education? An Application of the “Theory of Planned Behavior”

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

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