Inclusion Practices of Effective Elementary Specialists

LaMasfer, Kathryn; Kinchin, Gary D.; Gall, Kimerly; Siedentop, Daryl

doi:10.1123/apaq.15.1.64

Cited by 82 publications

(72 citation statements)

References 7 publications

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“…Cabe indicar que una de las principales barreras para la inclusión de alumnos con discapacidad en educación física radica precisamente en cómo se sienten de competentes los profesores para poder llevar a cabo ese proceso de una forma satisfactoria (Ammah, y Hodge, 2006;Hardin, 2005;Hodge, 1998;Kowalski, y Rizzo, 1996;LaMaster, Gall, Kinchin, y Siedentop, 1998;Lienert, Sherrill, y Myers, 2001). Existe pues una relación entre la percepción de competencia y las actitudes hacia la inclusión de alumnos con discapacidad en clases de educación física, de manera que aquellos con mayores valores en ambos constructos mostrarían una mayor autoeficacia percibida.…”

Section: Discussionunclassified

Autoeficacia de profesores de educación física para la inclusión de alumnos con discapacidad y su relación con la formación y el contacto previo

Reina

Hemmelmayr

Sierra-Marroquín

2016

PSYE

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RESUMEN:La formación y experiencias positivas previas son fundamentales para una adecuada percepción de competencia, confianza y actitud positiva para la inclusión de alumnos con discapacidad en educación física. Este trabajo analiza la fiabilidad de una escala aplicada al contexto español para evaluar las creencias de autoeficacia para atender a alumnos con discapacidad intelectual, física y visual, mostrando excelentes valores de fiabilidad y consistencia interna la Escala de Autoeficacia en Profesores de Educación Física hacia Alumnos con Discapacidad (EA-PEF-AD). Los 102 profesores que participaron en el estudio mostraron además niveles de autoeficacia más altos (p<0.001) a medida que habían tenido formación y experiencias profesionales previas. Los resultados del presente trabajo confirmarían la idoneidad de llevar a cabo programas formativos para profesores de educación física en activo, preferiblemente con contacto con personas con discapacidad. Palabras clave: enseñanza, competencia, actitud. Self-efficacy of Physical Education teachers toward inclusion of students with disabilities and regarding their previous training and experiencesABSTRACT: Previous training and past positive experiences are key factors to develop an adequate self-competence, self-confidence and positive attitudes toward inclusion of students with disabilities into physical education. This study analyses the reliability of a Spanish version of the Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D). One-hundred and two physical education professors participated in this study. Results indicated that professors scored higher on self-efficacy (p<0.001) if they received previous training in adapted physical education or they had previous professional experiences on this regard. Our results recommend providing training opportunities for physical educators who are currently working in schools, with the involvement of persons with disabilities.

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Section: Discussionunclassified

Autoeficacia de profesores de educación física para la inclusión de alumnos con discapacidad y su relación con la formación y el contacto previo

Reina

Hemmelmayr

Sierra-Marroquín

2016

PSYE

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“…O ambiente escolar, segundo as pesquisas, possuía características administrativas e físicas que dificultaram a inclusão. Em termos administrativos, dificuldades quanto: 1) a falta de apoio da Direção (LAMASTER et al, 1998); 2) o número total de alunos em cada turma (MULLER, 2010); 3) o número de aulas de Educação Física (BRITO; LIMA, 2012); 4) a falta de horário, dentro da jornada de trabalho, para elaborar aulas adequadas à inclusão (FIORINI, 2011); 5) a ausência de um assistente (MORLEY et al, 2005). Quanto ao espaço físico, a dificuldade foi em relação à inadequação dos ambientes (ARAÚJO JÚNIOR; 2012).…”

Section: Introductionunclassified

Inclusão de alunos com deficiência na aula de educação física: identificando dificuldades, ações e conteúdos para prover a formação do professor

Fiorini¹,

Manzini²

2014

Rev. bras. educ. espec.

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RESUMO: o transcorrer habitual das aulas de Educação Física não parece tranquilo quando o professor defronta-se com alunos com deficiência, principalmente no ensino regular. Nesse sentido, objetivou-se identificar as dificuldades encontradas por professores de Educação Física para incluir alunos com deficiência e sugerir ações e conteúdos a partir dessas dificuldades com a intenção de promover a formação dos professores. Participaram da pesquisa 17 professores de Educação Física que atuavam em escolas, do 1° ao 5° ano, divididos em dois grupos: manhã e tarde. Três encontros para cada grupo de professores foram realizados. Em dois encontros foram coletadas informações por meio de Grupo Focal e, no outro encontro, as informações foram apresentadas aos participantes. Realizou-se uma análise de conteúdo do tipo categorial. Dessa análise emergiram oito categorias de dificuldades atribuídas: 1) à Formação; 2) à questão Administrativo-escolar; 3) ao Aluno; 4) ao Diagnóstico; 5) à Família; 6) ao Recurso Pedagógico; 7) à Estratégia de ensino; 8) à Educação Física. Diante dos resultados foram sugeridas ações e conteúdos para promover a formação dos professores. Conclui-se que, ao propor uma formação para professores de Educação Física, com foco na inclusão educacional, é preciso identificar e assumir as dificuldades encontradas, uma vez que os professores relataram que a dificuldade não era, somente, saber o que fazer para incluir, ou qual recurso selecionar, mas que havia outras questões, como, as administrativas, as familiares e as decorrentes da estrutura escolar. PALAVRAS-CHAVE:Educação Especial. Educação Física. Dificuldades. Formação de Professor. ABSTRACT:When teachers are faced with students with disabilities in regular schools, their physical education classes do not run smoothly.Thus, this study aimed to identify the difficulties faced by physical education teachers as they include students with disabilities, and suggest actions and content based on these difficulties intending to promote teacher development. Seventeen physical education teachers who worked in schools from 1st to 5th grade participated in the study. They were divided into two groups: morning and afternoon. Three meetings for each group of teachers were conducted. In two of these meetings, information was collected through Focus Groups, and in another meeting, information was presented to the participants. Content analysis of the categorical type was carried out. From this analysis, categories emerged related to difficulties regarding: 1) training, 2) school administration issues, 3) the student 4) diagnosis; 5) family; 6) teaching resources; 7) teaching strategies; 8) Physical Education. Given the results, several proposals were suggested and content to improve the teachers' development. We concluded that when suggesting a program for training teachers of Physical Education focusing on inclusion, one must identify and acknowledge the difficulties that emerge, since the teachers reported that it was not enough to know what to do in order to inclu...

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“…We strongly believe that if the above described competencies are not acquired during university preparation training or in-service training (for teachers in the field) we can not expect inclusion in physical education [7][8][9]. However there is certain level of support which can be provided by teachers of adapted physical education, who can be employed as APE consultants as described by Kudláček, Ješina, Štěrbová and Sherrill [10] or Lytle and Collier [11].…”

Section: Kudláček Et Almentioning

confidence: 99%

European Inclusive Physical Education Training

Kudláček¹,

Ješina²,

Flannagan³

2010

Advances in Rehabilitation

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SummaryThe purpose of this presentation is to introduce the outcomes of the project European Inclusive Physical Education Training (EIPET; LLP/LdV/TOI/2007/IRL-502). The project aims to tackle difficulties that arise associated with the inclusion of children with disabilities into general education; and associated current deficiencies in initial and continued physical education teacher training to deal with same. The purpose of this article is to describe job specific functions, which general PE teachers can face in inclusive physical education, and related professional competencies, which teachers should acquire in their pre-service or in-service training. The functional map was developed based on the model of service delivery titled PAPTECA to reflect systematic step in teaching children with disabilities in inclusive PE. We will discuss the implication of functional map and competence framework for teacher preparation programs in light of presented barriers and facilitators of inclusive physical education. We will provide practical examples of modules and courses build on the EIPET theoretical framework. We will discuss the possibilities and limitations related to the theoretical principles, practical training and practicum experiences working with persons with disabilities as part of EIPET module (introductory APA courses).Teachers -Competencies -Adapted physical education -Adapted physical activity Background

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Inclusion Practices of Effective Elementary Specialists

Cited by 82 publications

References 7 publications

Autoeficacia de profesores de educación física para la inclusión de alumnos con discapacidad y su relación con la formación y el contacto previo

Autoeficacia de profesores de educación física para la inclusión de alumnos con discapacidad y su relación con la formación y el contacto previo

Inclusão de alunos com deficiência na aula de educação física: identificando dificuldades, ações e conteúdos para prover a formação do professor

European Inclusive Physical Education Training

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