The state of inclusion for students with disabilities in general physical education (GPE) varies across European countries. In many countries inclusive physical education is still a developing practice. The purpose of this review of literature published in English is to highlight current debates surrounding the inclusion of students with disabilities in physical education, in hope that there might be a degree of consensus of opinion surrounding the facilitation of inclusive practices within Europe. This review covers an eight year period commencing in early 2000. A total of twenty seven articles are highlighted in this review using the Theoretical Model for the Study of Classroom Teaching (Dunkin & Biddle, 1974) which suggests that study of teaching and learning involve four variables: presage (teacher), context (students), process (interaction) and product. The ultimate aim of this review is to use recent publications in the field of APA to highlight a need for the establishment of professional guidelines for successful implementation of good practice within GPE throughout Europe.

Background: Inclusion refers to the notion that all students, regardless of disability (mild or severe), will be taught in regular education classes even if special resources are needed. Attitudes about inclusion are extremely complex and vary from country to country and school to school. One of the factors influencing the effective implementation of inclusion is the teacher's attitudes. The latest results from literature show that attitudes toward people with disabilities are changing in a positive direction over the last few decades. Objective: The purpose of this study was to examine the effects of an undergraduate adapted physical education course on the attitudes of pre-service physical educators toward individuals with disabilities. Methods: The Attitudes Towards Individuals with Physical Disabilities in Physical Education (ATIPDPE) instrument, based upon the Theory of Planned Behaviour (Ajzen, 1991) was used to measure the attitudes of pre-service teachers within three groups of students of the Department of Sport Science at the Università Degli Studi di Napoli "Parthenope" (Italy) enrolled in the 1 st and 3 rd year of Bachelor's studies in the Department of Sport Science, and students enrolled in the last year of a Master degree in Motor Activities and Preventive for Health. The software package SPSS 19.0 was used to analyze results via a Mann-Whitney U test and multiple regression analysis. Results: Although no significant differences between the groups were found in relation to group year or subject major, results found positive attitudes of pre-service teachers towards inclusion (Physical Education (PE) 1 st year attitude (ATT) mean = 58.93; PE 3 rd year ATT mean = 61.11; Postgraduate 2 nd year mean = 59.80), as well as very high intentions. Attitudes were found to account for 30% of variance of intentions (R² = .30). Conclusion: This research concluded that it is necessary to further improve and develop attitudes and intentions of pre-service teachers to ensure the implementation of successful inclusive physical education programs. In order to achieve this, university courses need to provide more effective courses and experiences relating to the teaching of students with disabilities.

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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.

The aim of this research is to determine the level of self-efficacy among students studying Sport and Physical Education at the three Universities in Serbia, toward teaching students with intellectual disabilities (ID), physical disabilities (PD) or visual impairment (VI) in GPE classes in Serbia. Participants were 120 students (75 males and 45 females) mean age ± 22.85at the last year at