Responsibilities and Training Needs of Paraeducators in Physical Education

Davis, Ronald W.; Kotecki, Jerome E.; Harvey, Michael W.; Oliver, Amy Isobel

doi:10.1123/apaq.24.1.70

Cited by 23 publications

(17 citation statements)

References 20 publications

(29 reference statements)

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“…Una formación específica y conocimientos acerca de la discapacidad son determinantes para la inclusión (Avramidis, Bayliss, y Burden, 2000;Vickerman, y Coates, 2009), de manera que aquellos profesores que no hayan tenido una formación previa adecuada no se verán preparados para atender a la diversidad en el aula (Davis, Kotecki, y Oliver, 2007;Rust, y Sinelnikov, 2010), pudiendo ello estar relacionado con su percepción de autoeficacia a tenor de los resultados obtenidos en la presente investigación.…”

Section: Discussionunclassified

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

Reina

Hemmelmayr

Sierra-Marroquín

2016

PSYE

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RESUMEN:La formación y experiencias positivas previas son fundamentales para una adecuada percepción de competencia, confianza y actitud positiva para la inclusión de alumnos con discapacidad en educación física. Este trabajo analiza la fiabilidad de una escala aplicada al contexto español para evaluar las creencias de autoeficacia para atender a alumnos con discapacidad intelectual, física y visual, mostrando excelentes valores de fiabilidad y consistencia interna la Escala de Autoeficacia en Profesores de Educación Física hacia Alumnos con Discapacidad (EA-PEF-AD). Los 102 profesores que participaron en el estudio mostraron además niveles de autoeficacia más altos (p<0.001) a medida que habían tenido formación y experiencias profesionales previas. Los resultados del presente trabajo confirmarían la idoneidad de llevar a cabo programas formativos para profesores de educación física en activo, preferiblemente con contacto con personas con discapacidad. Palabras clave: enseñanza, competencia, actitud. Self-efficacy of Physical Education teachers toward inclusion of students with disabilities and regarding their previous training and experiencesABSTRACT: Previous training and past positive experiences are key factors to develop an adequate self-competence, self-confidence and positive attitudes toward inclusion of students with disabilities into physical education. This study analyses the reliability of a Spanish version of the Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D). One-hundred and two physical education professors participated in this study. Results indicated that professors scored higher on self-efficacy (p<0.001) if they received previous training in adapted physical education or they had previous professional experiences on this regard. Our results recommend providing training opportunities for physical educators who are currently working in schools, with the involvement of persons with disabilities.

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Section: Discussionunclassified

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

Reina

Hemmelmayr

Sierra-Marroquín

2016

PSYE

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“…Although paraprofessionals are assumed to be capable of providing much-needed assistance during PE for students with disabilities (Horton, 2001), there was just one study (Murata & Jansma, 1997) on the effects of paraprofessionals on inclusive PE. In addition, after conducting a survey of paraprofessionals' training needs in PE, Davis, Kotecki, Harvey, and Oliver (2007) found that only 16% of the respondents received specific training in PE. The results of this study indicated that support in the form of trained paraprofessionals along with trained peer tutors not only aided students with disabilities but prevented their inclusion from disrupting the learning of peers without disabilities.…”

Section: Paraprofessionalsmentioning

confidence: 99%

Inclusion in Physical Education: A review of literature

2012

International Journal of Disability, Development and Education

165

116

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The purpose of this review was to analyse empirical studies on inclusion in physical education (PE) over the past 20 years and then propose recommendations for future research. A systematic process was used to search the literature for this review. First, a total of 75 research-based articles from computerised education databases were included in this review. Second, the publication descriptor data were summarised and analysed according to the geographic distribution, study period, research theme, and research method. Results showed that the number of studies on inclusive PE increased in the past 20 years, and most of these studies were contributed by authors in developed countries. Quantitative methods were the major research method employed in the reviewed studies. Third, we performed a content analysis on the descriptive data and identified three recurring themes from the empirical research. These included: stakeholder (e.g., teachers and parents) perspectives of inclusive PE, effective inclusive practices, and the impacts of inclusion on students with and without disabilities. Of the 75 studies reviewed, 49 (65%) focused on stakeholder perspectives on inclusive PE. The data indicated that stakeholders philosophically support inclusive PE, but numerous concerns and different opinions exist. Only 12 (16%) studies examined the effects of different inclusive strategies. The studies suggested that strategies such as peer tutoring and cooperative learning can provide useful support within inclusive PE. A total of 14 (19%) studies focused on the effect of inclusion on students with and without disabilities. The data indicated that inclusion in PE does not affect the learning outcome of students without disabilities when given support (e.g., using paraprofessionals and adapted PE specialists) or when a solid curriculum is used. However, students with disabilities experienced less motor engagement than their peers without disabilities. The findings of these studies also indicated that although students with disabilities can gain benefits from social interactions in inclusive PE, social isolation of students with disabilities also exists. In conclusion, this review has enhanced our knowledge of the type of studies undertaken in the field of inclusive PE for students with disabilities and some of the outcomes for these students.

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“…Focus on student and stakeholder perspectives has highlighted the impact of teacher attitudes towards inclusion and students with SEN (Hardin, 2005;Morley, Bailey, Tan, & Cooke, 2005;Smith & Green, 2004;Smith, Arthur, McKelvie, & Kodis, 2004), the behavior of disabled and non-disabled students in mainstream PE (Goodwin & Fitzgerald, 2009;Place & Hodge, 2001), levels of support offered and received (Davis, Kotecki, Harvey, & Oliver, 2007;Haegele & Kozub, 2010) and non-disabled peers' views and perspectives (Sato, Hodge, Murata, & Maeda, 2007;Slininger, Sherrill, & Jankowski, 2000;Verderber, Rizzo, & Sherrill, 2003). Furthermore, recent studies have begun to examine how the opinions of stakeholders, including teachers, parents and policy makers, can influence those of others including children (Fitzgerald, 2012).…”

Section: Introductionmentioning

confidence: 99%

Non-disabled secondary school children's lived experiences of a wheelchair basketball programme delivered in the East of England

Evans

Bright

Brown

2013

Sport, Education and Society

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Frequently an unquestioned belief is held in UK schools in the value of 'normalised' ability in physical education. Consequently inclusion of disabled students can be problematical. Negative perceptions of disability are rarely challenged. This study investigated the embodied experiences of 49 non-disabled secondary school pupils during a programme designed to introduce disability sport to non-disabled school children entitled 'The Wheelchair Sports Project.' Funded by a County Sports Partnership, Wheelchair Basketball sessions were delivered by trained coaches during physical education for a 12 week period. 49 pupils aged between 10 and 12 years took part in the study. Non-participant observations were completed during the programme and semistructured group interviews were completed with 24 participants pre and post project. Bourdieu's theoretical framework guided data analysis. The impact of the project on pupils' perceptions of physical disability was investigated. Prior to the project, pupils emphasized the 'otherness' of disabled bodies and described disability sport as inferior and not 'real.' Observations highlighted how pupils' experienced physical challenges adapting to wheelchair basketball. Pupils struggled to control wheelchairs and frequently diverged from acceptable behaviour by using their lower limbs to 'cheat.' Post-programme group interviews demonstrated that, due to their own embodied experiences, pupils' began to question their perceptions of the potential ability of participants with physical impairments. Pupils described high physical demands of wheelchair basketball and began to focus upon similarities between themselves and physically disabled individuals. However, participants made no reference to impairments other than physical disability, emphasizing the specificity of the effects of pupils' embodied experiences on their embodied habitus' which, although difficult to assess over the long-term, appeared to have an impact on perceptions over the short-term.3

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Responsibilities and Training Needs of Paraeducators in Physical Education

Cited by 23 publications

References 20 publications

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

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

Inclusion in Physical Education: A review of literature

Non-disabled secondary school children's lived experiences of a wheelchair basketball programme delivered in the East of England

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