Parental satisfaction with inclusion in physical education

Wilhelmsen, Terese; Sørensen, Marit; Seippel, Ørnulf; Block, Martin E.

doi:10.1080/13603116.2019.1597930

Cited by 8 publications

(5 citation statements)

References 36 publications

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“…Similarly, a quantitative study conducted in Norway focused on the attitudes and satisfaction of parents of children with disabilities regarding inclusion in physical education classes. In this study by (Wilhelmsen et al, 2019), parents expressed positive attitudes towards inclusive education.…”

Section: Introductionmentioning

confidence: 60%

Sensitization of Parents of Children of Peers Involved in the Inclusive Process in Macedonia and Bosnia and Herzegovina

Jakovchevska,

Kuduzovic,

Gjorshovksa

2024

MPER

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The global trend of incorporating students with disabilities into mainstream education is on the rise, a phenomenon observed in countries like Macedonia and Bosnia and Herzegovina. However, the attitudes of parents with typically developing children play a pivotal role in shaping the educational journey of students with special needs within regular school systems. This study aims to delve into the level of sensitization among parents of typically developing students concerning their peers with diverse developmental disabilities in Macedonia and Bosnia and Herzegovina. Data for this investigation were collected through a survey comprising 10 questions, each offering 3/4 possible responses. The sample size includes 90 parents of typically developing students attending regular schools across North Macedonia and Bosnia and Herzegovina. Thematic analysis of survey results unveils challenges and barriers in the inclusive education process, shedding light on parental sensitization. This exploration identifies specific issues and proposes potential solutions to enhance the inclusivity of the education system. The identified issues emphasize the necessity for targeted interventions and proactive measures to raise awareness among parents, fostering a more supportive and inclusive educational environment. By suggesting plausible solutions, this study contributes to the ongoing discourse on inclusive education, serving as a foundation for further research and practical initiatives.

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Section: Introductionmentioning

confidence: 60%

Sensitization of Parents of Children of Peers Involved in the Inclusive Process in Macedonia and Bosnia and Herzegovina

Jakovchevska,

Kuduzovic,

Gjorshovksa

2024

MPER

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“…En el ámbito de la Educación Física (EF) la inclusión se plantea como la garantía de que niños y niñas tengan la oportunidad de participar plenamente en la EF junto con sus compañeros/as, mediante el apoyo y los recursos necesarios para aprovechar al máximo el plan de estudios y los beneficios sociales, físicos y académicos que se buscan proporcionar [6][7][8][9][10][11][12][13][14] . Sin embargo, en el sistema escolar aún es carente en lograr la inclusión en EF, puesto que desde la perspectiva de los estudiantes con necesidades educativas, la EF es descrita como un entorno poco acogedor que no toma en consideración sus necesidades e intereses 7 , en donde se observa que los y las estudiantes en situación de discapacidad muestran menor participación en actividades sociales y académicas, ya sean estructuradas o no, tanto en el aula como en la EF, en comparación con sus compañeros [6][7][8] . Por ejemplo, estudiantes en situación de discapacidad auditiva enfrenta obstáculos significativos para participar plenamente en las clases de EF debido a la falta de comunicación directa con el o la profesor/a, dependiendo en gran medida de intérpretes 7 .…”

Section: Introductionunclassified

“…Sumado a lo anterior, dos de las principales barreras que se encuentran son las actitudes negativas y los bajos niveles de aceptación tanto del profesorado como de otros compañeros/as, pudiendo dar lugar a la exclusión de participar en las actividades 10-11-12-13 , debido a que los y las docentes señalan que las actitudes negativas, como la falta de motivación, la resistencia al cambio y la actitud negativa hacia la discapacidad, son obstáculos para la inclusión en las clases de EF 12 generando aislamiento social y baja motivación por la práctica de Actividad Física (AF) por parte de los estudiantes en situación de discapacidad 12 .Además, según el tipo y grado de discapacidad, su inclusión en las actividades varía, puesto que, el estudiantado en situación de discapacidad motora se encuentra menos incluido físicamente durante las actividades de EF que aquellos que cuentan con otro tipos de situación asociados a discapacidad intelectual leve, siendo éstos más incluidos 6 .…”

Section: Introductionunclassified

Autoeficacia del docente de Educación Física para la inclusión del alumnado con necesidades educativas: una revisión sistemática

Meneses Villalobos,

Rivas Díaz

2024

Journ. M. Health

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Objetivo: Analizar las actitudes y/o los niveles de autoeficacia para la inclusión del alumnado con necesidades educativas (NE) en docentes o futuros docentes de Educación Física. Métodos: Se realizó una búsqueda sistemática desde 2019 hasta 2023, mediante la ecuación (Physical education AND self-efficacy AND inclusion) en las bases de datos Scopus y Web of Science, arrojando un total de 63 artículos los cuales fueron analizados mediante las directrices PRISMA, seleccionando un total de 8 artículos posterior a los criterios de inclusión. Resultados: Los resultados indican que, en general, la autoeficacia de los y las docentes hacia estudiantes en situación de discapacidad son moderadamente positivas. Además, la noción de autoeficacia es mayor cuando se trata de incluir al alumnado en situación de discapacidad intelectual en comparación a la motriz y auditiva. Conclusión: se evidencia que los y las docentes se autoperciben como competentes para la inclusión de los estudiantes en Educación Física y que, además, existe una variabilidad en los niveles de autoeficacia de los profesores, siendo más alta al incluir al alumnado con discapacidades intelectuales y más baja al incluir al alumnado con discapacidades físicas.

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“…Parents' attitudes toward inclusion and their involvement in school have also been demonstrated as playing an important role in contributing toward effective inclusive education (Salend, 1998;De Boer et al, 2010;Wilhelmsen et al, 2021). Some of the ways in which parents contribute toward inclusion in schools are:…”

Section: Introductionmentioning

confidence: 99%

Examining Parental Perception of Inclusive Education Climate

et al. 2022

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Parental perspectives about the inclusion of their child with a disability has received limited attention in the literature. Considering parental voice plays an important role in determining the quality of inclusive education, the lack of reliable and valid tools to investigate parental experiences has significantly limited research in this area. One of the key objectives of this study was to build the evidence base in the field by testing the psychometric properties of the newly developed Parental Perception of Inclusion Climate Scale, using a systematic approach drawing on a review of available research in the field. The scale incorporates items that address parental perspectives regarding six key aspects of inclusion for their child including presence, participation, acceptance, achievement, happiness and belonging. Participants were recruited through social media, and data from 190 parents of children with additional learning needs attending a range of school settings were collected. Results suggested a three-factor structure, with strong internal consistency for the scale. These factors were: Teacher and School Support; Student Engagement; and Friendships. The scale showed that parents are generally moderately satisfied with their child’s inclusion in school overall. A series of independent sample t-tests and one-way ANOVAs revealed significant differences in parental perspectives of inclusion as measured by the scale according to school sector, disability type, and parent gender. Parents whose children attend government schools reported less satisfaction with their child’s inclusion at school and also with the support provided by teachers and schools more broadly as measured by the Teacher and School Support subscale, as compared to parents of children who attend independent schools. Results also suggested that parents of children with a social emotional disability reported less satisfaction with their child’s engagement in school as measured by the Student Engagement subscale as compared to parents of children without a social emotional disability. Finally, fathers reported higher levels of satisfaction with their child’s engagement in school as measured by the Student Engagement subscale and also higher levels of satisfaction with their peer relationships as measured by the Friendships subscale than mothers. This study provides a tool that researchers, school educators, and policy makers could use to collect evidence about the efficacy of inclusive practices for students with a disability or additional support needs. The scale could provide educators and researchers with a valuable tool to guide evidence-based practice and theory in inclusive education.

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Parental satisfaction with inclusion in physical education

Cited by 8 publications

References 36 publications

Sensitization of Parents of Children of Peers Involved in the Inclusive Process in Macedonia and Bosnia and Herzegovina

Sensitization of Parents of Children of Peers Involved in the Inclusive Process in Macedonia and Bosnia and Herzegovina

Autoeficacia del docente de Educación Física para la inclusión del alumnado con necesidades educativas: una revisión sistemática

Examining Parental Perception of Inclusive Education Climate

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