Inclusion in the 21st Century: Insights and Considerations for Teacher and Coach Preparation

Braga, Luciana; Taliaferro, Andrea; Blagrave, Josephine

doi:10.1080/07303084.2018.1476938

Cited by 5 publications

(3 citation statements)

References 31 publications

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“…Likewise, it is noted that the training of PE teachers for inclusion has focused more on the "what" of the disability, rather than the "how" to include someone with a disability in physical and sports activities [50,51]. In this sense, we suggest the need to develop training plans that effectively meet teachers' real needs, such as consolidating the pedagogical and didactic dimensions of PE, as well as assertive strategies for inclusion in activities [52].…”

Section: Discussionmentioning

confidence: 86%

Physical Education Teachers’ Representations of Their Training to Promote the Inclusion of Students with Disabilities

Celestino,

Ribeiro,

Morgado

et al. 2023

Education Sciences

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School inclusion is based on the need to adopt and implement a holistic view of education, training, and human development embodied in the idea of everyone, for everyone. In the context of Physical Education (PE), there are still several constraints to the realization of this universal desideratum. Among these, teacher training and qualification for the inclusion of students with Specific Health Needs (SHNs) stands out. That is, students with physical and mental health problems whose impact is significantly manifested in the learning process. Thus, the objective of this study was to identify the representations of PE teachers about their training to develop inclusive processes with students with SES. Participants in this study were 151 PE teachers from different regions and districts of Portugal (Algarve, Aveiro, Castelo Branco, Lisbon, Porto, and Viseu) who had 23.6 ± 8.1 years of teaching service. Teachers answered an online questionnaire, on the Google Forms platform, with open and closed questions about their education and training to develop inclusive processes in PE. The results indicate two significant dimensions: (1) initial training for teaching inclusive PE and (2) continuous training for inclusion. Regarding initial training, a large majority of the teachers under study, at the end of their initial training, did not have the essential skills to teach PE to students with SES. It was also identified that a large majority reported not having had any contact with students with SES throughout their training process for teaching. It was also recognized that this training was not adjusted to the development of intervention skills with students with SHN. Regarding continuous training, it was identified that attendance at this training increased their skills to teach PE to students with SHN. Workshops/actions/training courses are the main training models adopted. However, it is recognized that the training provided does not respond concretely to their training needs to intervene with students with SHN, since teachers essentially seek to improve intervention in the context of inclusive physical education. We conclude that teacher training for inclusion is not yet fully adjusted to the reality of the inclusive school paradigm. In this sense, in practical terms, the following are suggested: (1) the need for reinforcement in study plans with specific and long-term curricular units; (2) the introduction of real practice components in context; and (3) supervised pedagogical practice in diverse contexts.

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Section: Discussionmentioning

confidence: 86%

Physical Education Teachers’ Representations of Their Training to Promote the Inclusion of Students with Disabilities

Celestino,

Ribeiro,

Morgado

et al. 2023

Education Sciences

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“…Ou seja, entre a teorização e a operacionalização em contexto real, e que em última instância se traduz numa carência de competências de carácter pedagógico, didático ou mesmo metodológico para intervir com alunos com NSE e efetivar, assertivamente, processos inclusivos nas aulas de EF e no desporto escolar. Mais precisamente, parece-nos que o foco na formação de professores para a EF se tem centrado mais no "quê" da deficiência, ao invés de "como" incluir alguém com incapacidade nas atividades físicas e desportivas (Braga, Taliaferro, & Blagrave, 2018).…”

Section: Introductionunclassified

Formação De Professores De Educação Física Para a Inclusão: Representações De Professores Universitários

Celestino¹,

Pereira²,

Ribeiro³

2022

Br. J. Ed., Tech. Soc.

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A diversidade, complexidade e intensidade das situações sociais da atualidade exige da escola, e muito particularmente dos professores, respostas assertivas e diversificadas. Não obstante, reconhece-se alguma unanimidade científica para a existência de constrangimentos vários, sentidos e relatados pelos professores de educação física (EF) no que concerne à sua competência para a implementação de processos inclusivos nas respetivas aulas. Face ao exposto é cada vez mais pertinente resgatar a reflexão sobre a formação do professor de EF inclusivo, particularmente a nível da organização e estruturação dos currículos, no que concerne ao desenvolvimento de competências para intervir com alunos com incapacidade na formação de professores de EF. Assim esta investigação teve como objetivo o estudo das representações que se encontram associadas à formação de professores de EF para a inclusão. Desenvolvido sob o paradigma interpretativo, o estudo teve como instrumento de recolha de dados a entrevista semiestruturada aplicada a um grupo de 3 professores universitários de 4 instituições universitárias portuguesas com formação de professores de EF. Este grupo de docentes apresentava uma média de idades de 53±13,49 anos e 20±19 anos de serviço docente universitário. Os dados foram submetidos à técnica de análise de conteúdo (Bardin, 2008). Os resultados identificam a necessidade de modelar as dimensões: i) da formação inicial, particularmente no que concerne aos constrangimentos, às estratégias para a inclusão em EF e às abordagens de formação e capacitação; ii) do perfil do Professor de educação física Inclusivo, realçando-se a formação humana e ética, a motivação, o domínio das competências técnicas, os conhecimentos específicos da deficiência, o conhecimento cientifico multidisciplinar, a capacidade de adaptabilidade e ser um promotor/facilitador de inclusão; iii) da formação contínua, onde se destacam as razões para a participação e não participação; iv) das aspirações para a formação inicial, reconhecendo-se a necessidade do desenvolvimento da formação prática em contexto real, da existência de unidades curriculares de longo prazo e a necessidade da prática pedagógica orientada em contexto real.

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“…Yet, several factors can play an important role in the success or failure of this inclusion in mainstream settings. These factors include the training of the coaches, the awareness of the different stakeholders, and the support offered to the included athlete (Braga, Taliaferro, & Blagrave, 2018;Grandisson, Tétreault, & Freeman, 2010).…”

Section: Introductionmentioning

confidence: 99%

Survey on Strategies to Promote Social Inclusion Through Sports

et al. 2021

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A survey was conducted to document the perspectives of stakeholders in Quebec (Canada) on seven strategies that could promote social inclusion of people with intellectual disability through sports and physical activities. These strategies are associated with Unified Sports, awareness raising, training to coaches, supports through a companion, a peer or a resource person, and involvement in another role. A total of 229 individuals completed the survey. Their openness and desire to be involved was generally high for all seven strategies. Two strategies came out as most frequently prioritized: providing training to coaches and reinforcing awareness raising activities.

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Inclusion in the 21st Century: Insights and Considerations for Teacher and Coach Preparation

Cited by 5 publications

References 31 publications

Physical Education Teachers’ Representations of Their Training to Promote the Inclusion of Students with Disabilities

Physical Education Teachers’ Representations of Their Training to Promote the Inclusion of Students with Disabilities

Formação De Professores De Educação Física Para a Inclusão: Representações De Professores Universitários

Survey on Strategies to Promote Social Inclusion Through Sports

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