Including students with physical disabilities in physical education in Singapore: Perspectives of peers without disabilities

Li, Chunxiao; Haegele, Justin A.; McKay, Cathy; Lijuan, Wang

doi:10.1177/1356336x211025871

Cited by 3 publications

(3 citation statements)

References 45 publications

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“…The latter reported that younger Barbadian and Italian students reported more positive attitudes toward peers with disabilities than older students. However, the current study’s findings were inconsistent with those of Alnahdi [ 20 ], and more recently Li et al [ 51 ], which reported that older students expressed more positive perspectives and attitudes toward the inclusion of their peers with disabilities than younger students. Nonetheless, several studies reported non-significant differences between students without disabilities’ attitudes toward students with disabilities based on participant age [ 21 ].…”

Section: Discussioncontrasting

confidence: 99%

Primary Students’ Attitudes towards Peers with Disabilities in Physical Education in Saudi Arabia

Alhumaid

2023

Children

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The attitudes of students without disabilities toward their peers with disabilities are considered an important determinant of successful inclusion in physical education settings. Nonetheless, there is limited research on this topic in non-Western societies, especially in Arab contexts. Thus, to address this paucity in the literature, this study aimed to assess the general attitudes of Saudi students without disabilities towards their peers with disabilities and examine the associations between selected student-related variables (e.g., gender, age, type of school, school location, having a family member or a friend or a classmate with a disability, and having experience of playing with a person with a disability) and attitudes of students without disabilities. A total of 972 students aged 9–12 years old (Mage = 10.6; SD = 1.1; girls = 49.7%) completed the Arabic version of the Scale of Attitudes toward Students with Disabilities in Physical Education—Primary Education (SASDPE-PE). Data analysis indicated that, in general, participants reported positive attitudes toward their peers with disabilities in physical education classes. Despite boys being more likely to hold positive attitudes than girls, no significant difference between them existed. The results showed that 10-year-old participants reported more significantly positive attitudes than those in the other age groups. Participants attending public schools reported more significant positive attitudes toward their peers with disabilities in physical education classes compared to those attending private schools. Having a friend with a disability was linked to students without disabilities having positive attitudes towards their peers with disabilities. In contrast, having a family member or a classmate with disabilities and having played with a person with a disability were not related to such positive attitudes. The current study’s findings have significant implications for inclusive educational practices.

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Section: Discussioncontrasting

confidence: 99%

Primary Students’ Attitudes towards Peers with Disabilities in Physical Education in Saudi Arabia

Alhumaid

2023

Children

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“…The concept of "five education integration" emphasizes the comprehensive development of knowledge, ability, literacy, physical and mental health, and innovation and entrepreneurship. In traditional physical education teaching, it focuses on students' physical fitness and skill development [8][9][10]. However, under the background of "Internet+," college physical education programs need to further expand the boundaries of education, integrate physical education with other disciplines, cross-fertilize, and draw on so that students not only improve their physical education skills but also cultivate their comprehensive ability of innovative thinking, interpersonal communication, information acquisition, and processing [11][12].…”

Section: Introductionmentioning

confidence: 99%

The contemporary value and practical strategy of sports education in colleges and universities under the perspective of “five education”

2024

Applied Mathematics and Nonlinear Sciences

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A physical education and fitness course is a course with physical practice as the main means. Teachers often pay more attention to students’ physical practice in teaching but neglect the development of moral education, aesthetic education, intellectual education, and labor education. Aiming at this kind of teaching problem, this paper combines the concept of “five education” and the characteristics of physical education teaching. It puts forward the physical education teaching mode and practice path that permeates the idea of “five education.” Selection of research subjects, design, and distribution of a humanistic literacy questionnaire to obtain data, reliability test processing to ensure accuracy of research, and analysis of this paper. SPSS software is used to analyze an example of sports education work that integrates the concept of five education. Data presentation: the mean values of the post-test students’ humanistic literacy in the experimental group and the control group are 9.45 and 9.36, respectively, and the P value is 0.009, which indicates that the integration of the concept of five education in college physical education teaching is more advantageous in the cultivation of students’ humanistic literacy in comparison with the traditional physical education teaching mode. This study makes physical education classroom teaching more dynamic and versatile, gives a new meaning to physical education classroom teaching, and improves the effectiveness of physical education teaching.

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“…Strategy 2020 in the European Union establishes that fighting against social exclusion is the main objective (European Commission, 2010), seeking to develop innovative programs designed to face discrimination toward people with disabilities, although substantial improvements are still needed toward the inclusion of students with disabilities into physical education (PE) classes (Klavina & Kudláček, 2011). More and more PE teachers face the reality of teaching these pupils in inclusive physical education (IPE) together with stu-dents without disabilities (Wang, 2019;Li, Haegele, McKay, & Wang, 2021). IPE includes pupils with disabilities in regular PE classes (Cosier, Causton-Theoharis, & Theoharis, 2013;Theoharis & Causton, 2014;Rogers & Johnson, 2018).…”

Section: Introductionmentioning

confidence: 99%

Children’s Attitudes towards Inclusion of Visually Impaired Students in Physical Education Classes: Gender Differences

Nemček

2022

Teor. metod. fiz. vihov.

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Study purpose. The study purpose was to investigate gender differences in children’s attitudes toward the inclusion of a student with visual impairment in physical education classes. Materials and methods. The study sample comprised 419 able-bodied primary school students in 6th to 9th grade (boys, n=204, mean age 13.23±1.17 years; girls, n=215, mean age 13.08±1.19 years). A modified version of the standardized attitudinal questionnaire CAIPE-R for the inclusion of visually impaired (VI) students was used as a research method. The internal reliability of CAIPE-R was measured using Cronbach’s α. The Shapiro-Wilk test was used to assess the normality of sample distribution. The non-parametric Mann-Whitney U-test was used to assess differences between boys and girls, and the Wilcoxon Signed-Rank test assessed differences between general and sport-specific attitudes. Results. Boys presented rather neutral or indifferent (mean scores 3.19, 3.44 points) attitudes, and girls had slightly positive (mean scores 3.59, 3.74 points) attitudes toward inclusive physical education (PE). Girls, compared to boys, expressed more positive general (U=16786, p=0.000) as well as sport-specific (U=16586, p=0.003) attitudes towards the inclusion of the VI student in PE classes. Both groups of children declared more positive general attitudes than sport-specific attitudes towards the inclusion of VI students (boys, Z=-4.230, p=0.000; girls, Z=-3.015, p=0.003). Conclusions. Girls expressed more positive general and sport-specific attitudes towards the inclusion of VI students in PE classes than boys. Boys’ attitudes were only neutral or indifferent, and girls’ attitudes were only moderately positive. Both genders declared more positive general attitudes towards the inclusion of VI students in PE classes compared to sport-specific attitudes. Taking into consideration the above, to find the most appropriate solutions as regards the inclusion of students with different kinds of disabilities in PE classes, it is necessary to learn more about the attitudes towards inclusion from students, teachers, and school management.

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Including students with physical disabilities in physical education in Singapore: Perspectives of peers without disabilities

Cited by 3 publications

References 45 publications

Primary Students’ Attitudes towards Peers with Disabilities in Physical Education in Saudi Arabia

Primary Students’ Attitudes towards Peers with Disabilities in Physical Education in Saudi Arabia

The contemporary value and practical strategy of sports education in colleges and universities under the perspective of “five education”

Children’s Attitudes towards Inclusion of Visually Impaired Students in Physical Education Classes: Gender Differences

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