Physical education students’ attitudes and self‐efficacy towards the participation of children with special needs in regular classes

Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion?

“…Some works conclude that secondary education teachers have less positive attitudes towards inclusion than their colleagues from kindergarten and elementary school (Avissar, Reiter, and Leyser 2003), while other studies did not find significant differences between teachers from different grade levels (Avramidis, Bayliss and Burden 2000; variable gender is taken into account. Some studies state that female teachers are more tolerant towards inclusion than male teachers (Alghazo and Naggar Gaad 2004;Hutzler, Zach, and Gafni 2005), but others (Batsiou et al 2008;Cardona 2011) found no association between gender and teacher perceptions of inclusion.…”

Czech self-efficacy scale for physical education majors towards children with disabilities

“…In relation to inclusive PE lesson Hutzler et al (2005, p. 312) note: "Teachers who possess low self-efficacy expect failure in an inclusion setting, they apparently prefer avoiding the problem rather than seeking resources to confront it." Further Hutzler et al (2005) claim:…”

“…The importance of self-efficacy for PE teachers was emphasized by Pan's (2014) findings showing that there is a positive causal relationship among teachers' selfefficacy and students' learning motivation, learning atmosphere, and learning satisfaction in senior high school physical education. Hutzler, Zach, and Gafni (2005) applied the selfefficacy instrument to students of PE teacher education in regard to the inclusion of students with disabilities in general physical education. In relation to inclusive PE lesson Hutzler et al (2005, p. 312) note: "Teachers who possess low self-efficacy expect failure in an inclusion setting, they apparently prefer avoiding the problem rather than seeking resources to confront it."…”

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

“…La otra dimensión analizada fue el efecto de la intervención en la autoeficacia del profesor en la enseñanza de la EF en condiciones inclusivas, habiendo utilizado el cuestionario "Self-efficacy in teaching PE under inclusive conditions" (SEIPE; Hutzler, Zach, y Gafni, 2005). Los resultados en este caso muestran diferencias significativas positivas en cuestiones relacionadas como sentirse capaces de mejorar las condiciones óptimas de enseñanza con alumnos con discapacidad física como movilidad reducida severa y amputación y XXXIII discapacidad visual tanto en situaciones deportivas, como juegos o actividades fuera del centro educativo a favor de los docentes.…”

“…The other dimension was analyzed the effect of the intervention on selfefficacy of teachers in the teaching of PE in inclusive terms, having used the questionnaire "Self-efficacy in PE teaching even under conditions" (SEIPE; Hutzler, Zach, and Gafni, 2005). The results showed significant differences positive in issues like being able to enhance the optimal conditions for teaching students with physical disabilities as amputation and severe visual impairment in both sports situations, such as games or activities outside the school to for teachers.…”