Effect of student-related factors on their attitudes towards peers with disabilities in physical education: evidence from elementary schools in China

Lijuan, Wang; Qi, Jing

doi:10.1080/02188791.2019.1692781

Cited by 15 publications

(23 citation statements)

References 31 publications

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“…At the interpersonal level, pre-and in-service PE teachers played a crucial role in IPE participation, including their negative attitudes toward teaching students with SEN, limited knowledge and training on adapted PE that impeded the implementation of the IPE ( 33 , 38 – 40 , 42 , 43 , 45 ). Besides, TD peers' negative attitudes, peer isolation and peer's perceived competitiveness also limited the IPE participation of students with SEN ( 34 , 35 , 43 , 46 ). But, one recent study found that girls had more favorable IPE attitudes than boys ( 46 ).…”

Section: Resultsmentioning

confidence: 99%

“…Besides, TD peers' negative attitudes, peer isolation and peer's perceived competitiveness also limited the IPE participation of students with SEN ( 34 , 35 , 43 , 46 ). But, one recent study found that girls had more favorable IPE attitudes than boys ( 46 ). At the organizational level, limited school support for PE teachers and curriculum or rules modification for students with SEN hindered the IPE engagement of students with SEN ( 33 , 35 , 37 , 40 , 41 , 43 , 46 ).…”

Section: Resultsmentioning

confidence: 99%

“…But, one recent study found that girls had more favorable IPE attitudes than boys ( 46 ). At the organizational level, limited school support for PE teachers and curriculum or rules modification for students with SEN hindered the IPE engagement of students with SEN ( 33 , 35 , 37 , 40 , 41 , 43 , 46 ). At the community level, no related research has focussed on the community-based inclusive PA programmes that affected the IPE participation of students with SEN. At the societal level, only one study reported that school leaders and PE teachers indicated that they lacked the policy and financial support to implement IPE ( 40 ).…”

Section: Resultsmentioning

confidence: 99%

“…Therefore, there is a need to introduce countermeasures to help physical educators address their concerns to adopt a more positive attitude toward IPE. Secondly, pre-and in-service PE educators frequently reported that they had a difficult time providing high-quality PA programmes for all students as having limited knowledge and insufficient training or internships regarding IPE ( 33 , 43 , 45 , 46 ). Concerning pre-service education programmes, the first teacher preparation programme for adapted PE at the undergraduate level was offered in 2001 at Tianjin University of Sports to train specialized PE teachers ( 22 ).…”

Section: Discussionmentioning

confidence: 99%

“…Eleven studies mainly used a quantitative research design (36)(37)(38)(39)(40)(41)(42)(43)(44)(45)(46). Overall, the quality of quantitative studies was lower than the qualitative studies.…”

Section: Quantitative Studiesmentioning

confidence: 99%

See 4 more Smart Citations

A socio-ecological approach to inclusive physical education in China: A systematic review

Liang

Li²,

Wu³

et al. 2022

Front. Public Health

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BackgroundSince the implementation of inclusive education in China, students with special education needs (SEN) have increasingly been integrating into mainstream schools, like physical education classes. However, inclusive physical education (IPE) in China has developed slowly, and gaps can be found in the knowledge of the factors that inhibit or promote the participation in IPE of students with SEN.ObjectivesThe purpose of this systematic review was to provide a comprehensive summary of the factors related to inclusion in IPE of students with SEN, by applying a socio-ecological model (SEM). Five databases were searched: ERIC, SPORTDiscus with Full Text, Education Full Text (H.W.Wilson), PsychINFO and CNKI in March 2022, to find studies that identify factors regarding IPE in China. Two researchers independently screened studies and summarized relevant data.ResultsFourteen studies were included in the detailed review. By applying the SEM, multi-level factors were identified, ranging from intrapersonal to societal levels that positively or negatively influenced IPE participation in students with SEN. This review indicates that multi-level factors affect the IPE participation of students with SEN in China.ConclusionThe findings will help assist educators and policymakers to develop effective IPE for Chinese students with SEN.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Quantitative Studiesmentioning

confidence: 99%

See 3 more Smart Citations

A socio-ecological approach to inclusive physical education in China: A systematic review

Liang

Li²,

Wu³

et al. 2022

Front. Public Health

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Applying structural equation modeling to examine the role of teacher beliefs and practices in differentiated instruction in physical education: Multiple mediation analyses

Wen,

Cai

2024

Psychology in the Schools

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Differentiated instruction remains one of the most important frameworks for the global education community to achieve sustainable educational development goals and inclusive education. It is also one of the most critical challenges for teachers in different subjects. This study used structural equation modeling to examine the role of teachers' practices and beliefs in implementing differentiated instruction in physical education. Using a sample of 527 preservice teachers, we found that a growth mindset was the strongest predictor of differentiated instruction, followed by flexible grouping and differentiating the curriculum. In addition, multiple mediation analyses revealed that differentiating the curriculum and flexible grouping mediated the relationship between a growth mindset and differentiated instruction. We also guide teacher educators to develop teachers' growth mindsets and help teachers better understand differentiated instruction in physical education.

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Attitudes of students towards peers with special educational needs in mainstream Portuguese schools

Dias

Mamas

Gomes

2020

European Journal of Special Needs Education

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The purpose of this study was to examine the factors associated with adolescents' attitudes towards peers identified as having Special Educational Needs (SEN) in Portuguese mainstream schools. A sample of 813 students (5 th to 9 th grades) participated in this study. Data was collected using the Chedoke-McMaster Attitudes towards Children with Special Needs Scale, the KIDSCREEN 10 Quality of Life Scale, the Social Support Scale and through a brief sociodemographic questionnaire. The results indicate that perceiving social support from family and teachers, and having a friend or a family member with SEN is associated to more positive affective and behavioral attitudes towards peers with designated SEN. Perceiving social support from the family and having a classmate or a family member with SEN was associated to more positive cognitive attitudes. The perceived quality of life was not uniquely related to attitudes towards SEN, after controlling the remaining variables. The importance of these findings for research and practice is discussed.

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Effect of student-related factors on their attitudes towards peers with disabilities in physical education: evidence from elementary schools in China

Cited by 15 publications

References 31 publications

A socio-ecological approach to inclusive physical education in China: A systematic review

A socio-ecological approach to inclusive physical education in China: A systematic review

Applying structural equation modeling to examine the role of teacher beliefs and practices in differentiated instruction in physical education: Multiple mediation analyses

Attitudes of students towards peers with special educational needs in mainstream Portuguese schools

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