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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The purpose of this study was to describe the nature of work and roles of public school adapted physical educators in selected school districts in the United States. The greatest significance of this study was the creation of information base to guide improvement of service delivery and professional preparation. Participants of the study were 6 females and 2 males with experience teaching (range of 2-23 years) in the field of adapted physical education (APE). Data collection included individual indepths interviews, demographic data sheets and interview notes. Results showed the differences in the nature of work among APE specialists. Participants had high teaching loads (44-90 students) and served wide range of schools (1-20), which created quite different teaching profiles. Most teachers were involved in APE consulting. Results also indicated the needs to incorporate issues of consulting into teacher preparation and change the university studies more relevant to "real life teaching".

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