A Diversity of Voices: Physical education teachers’ beliefs about inclusion and teaching students with disabilities

Hodge, Samuel R.; Ammah, Jonathan O. A.; Casebolt, Kevin M.; LaMaster, Kathryn; Hersman, Bethany; Samalot‐Rivera, Amaury; Sato, Takahiro

doi:10.1080/10349120903306756

Cited by 65 publications

(51 citation statements)

References 20 publications

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“…Then again challenges such as managing student behaviors and insufficient preparation on how best to individualize instruction may hinder a teacher's sense of control to effectively include students with disabilities in class activities. In TpB, such challenging conditions would have an undesirable influence on a PE teacher's control beliefs and self-efficacy in teaching students with disabilities (Hodge et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

Physical Education Majors’ Judgments about Inclusion and Teaching Students with Disabilities

Hodge¹,

Elliott²

2013

Journal of Education and Training Studies

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The purpose of this study was to analyze the beliefs about inclusion and teaching students with disabilities of physical education (PE) majors from universities in North Carolina (NC). The participants were PE majors (n = 147) and other enrolled students (n = 30) at colleges and universities in NC. The research method was descriptive survey (Fraenkel & Wallen, 1990) situated in the theory of planned behavior (Ajzen, 2001). A survey was used to collect posttest data, which were analyzed with Kruskal-Wallis ANOVA tests to determine differences as a function of gender, ethnicity, and experience teaching persons with disabilities. The participants did not differ in their beliefs about the concept of inclusion. In contrast, there were differences as a function of gender and ethnicity in acceptance of teaching students with disabilities and perceived need for additional preparation. Implications of this research for professional preparation are discussed.

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Section: Discussionmentioning

confidence: 99%

Physical Education Majors’ Judgments about Inclusion and Teaching Students with Disabilities

Hodge¹,

Elliott²

2013

Journal of Education and Training Studies

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“…Inclusion has become a global phenomenon (Hodge et al, 2009;O'Brien, Kudláček, & Howe, 2009;Son, Hodge, Chun, & Kozub, 2012). In broad terms it means students with disabilities are educated together with their same-age schoolmates without disabilities in general education programs, including physical education settings (Hodge, Sato, Mukoyama, & Kozub, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…It is therefore important to extend the research base using valid and reliable measures. The Physical Educators' Judgments about Inclusion scale (Hodge, Murata, & Kozub, 2002) is such an instrument and has been used globally with both pre-service and in-service physical education teachers in analyzing their attitudes regarding the ideology of inclusion and teaching students with disabilities (Hodge et al, 2009;Hodge et al, 2013;Son et al, 2012). The purpose of this current study was to examine the underlying dimensions of the Physical Educators' Judgments about Inclusion (Brazilian-version of the PEJI) scale following translation procedures that converted the existing measure to Portuguese.…”

Section: Introductionmentioning

confidence: 99%

Underlying Dimensions of the Physical Educators’ Judgments about Inclusion Instrument: Brazilian-Version

Hodge

Filho

Haegele

et al. 2015

JCT

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Background/Objective: The available information pertaining to the attitudes of Brazilian physical education teachers about teaching students with disabilities is limited in the extant literature base. Rationally, however, scholars argue that determining, analyzing, and theorizing about the attitudes of physical education teachers is important in the preparation and professional development of these teachers. It is therefore important to extend the research base using valid and reliable measures regarding teachers' attitudes about inclusion and teaching students with various disabilities. Purpose: The purpose of this study was to examine the underlying dimensions of the Physical Educators' Judgments about Inclusion (PEJI) scale following translation procedures that converted the existing measure to Portuguese. The PEJI was designed to analyze teachers' attitudes about inclusion and teaching students with various disabilities. Method: Using a descriptive survey research design, data were collected from 147 participants (women = 57.1%, men = 42.9%) on the PEJI survey instrument. Results: Principal component analysis resulted in salient loadings on three dimensions consistent with prior study using the PEJI and explained 57% of the variance for measuring judgments about: Inclusion versus Exclusion, Acceptance of Students with Disabilities, and Perceived Training Needs. Conclusions: The overall results confirm validity of the PEJI survey consistent with prior study on this measure. The strong magnitude of values indicates that each of the subscales measures separate dimensions of judgments (attitudes). Implications for future use, we recommend reporting individual scale scores rather than a total PEJI score.

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“…Much work has been undertaken to increase the understanding of employees on individual diversity characteristics of the older community members they work with, mostly in the transcultural and education fields [8][9][10][11][12][13][14][15][16][17] . By increasing understanding, it is thought that employees would be better able to identify the needs of older individuals, facilitating improved access to appropriate services, and thereby lead to improved wellbeing 8,18,19 .…”

Section: Introduction Backgroundmentioning

confidence: 99%

Education Program Delivered to Community Aged Care Employees Based on a Diversity Conceptual Model: A Preliminary Evaluation Using Qualitative Methods

Michael¹,

McDonald²,

Ogrin³

et al. 2017

Divers Equal Health Care

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Introduction: Increasingly, community aged care employees need to respond to multiple aspects of diversity to meet the care needs of older community members. Guidance to incorporate diversity into workplace education is an unmet need. Materials and methods:A diversity education program was developed for the Australian context, based on a Diversity Conceptual Model. A focus group and semi-structured interviews were undertaken, after the diversity education was delivered, to explore participants' thoughts and experiences of the education and its impact on their practice. Data analysis was based on grounded theory, using constant comparison method. Results and conclusion:The diversity education positively influenced knowledge, built on participants' skill; and influenced participants' care practice.

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A Diversity of Voices: Physical education teachers’ beliefs about inclusion and teaching students with disabilities

Cited by 65 publications

References 20 publications

Physical Education Majors’ Judgments about Inclusion and Teaching Students with Disabilities

Physical Education Majors’ Judgments about Inclusion and Teaching Students with Disabilities

Underlying Dimensions of the Physical Educators’ Judgments about Inclusion Instrument: Brazilian-Version

Education Program Delivered to Community Aged Care Employees Based on a Diversity Conceptual Model: A Preliminary Evaluation Using Qualitative Methods

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