Physical Educators’ Attributes and Attitudes Toward Teaching Students with Handicaps

Rizzo, Terry L.; Vispoel, Walter P.

doi:10.1123/apaq.8.1.4

Cited by 120 publications

(166 citation statements)

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“…The findings of previous researchers suggest that teachers tend to behave better if they have: (a) high teaching competence, (b) more mature preparation in education, and (c) more teaching experience on children with special needs. However, the difference of gender in this study contradicts with previous findings by researchers such as (Rizzo & Vispoel, 1991).…”

Section: Discussioncontrasting

confidence: 57%

Teacher's Attitude and Peer Acceptance to Children with Special Needs in Inclusive Primary Schools

Marlina¹

2017

Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET 2017)

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The success of inclusion of children with special needs in inclusive schools largely depends on teachers' attitudes towards students with special needs and their knowledge on how to properly educate them. Regular teachers have different views about the inclusion of students with special needs. The type and level of the children's disabilities affect teachers' willingness to accommodate students with special needs and effective classroom management. The research used descriptive survey method to know the attitude and level of peer acceptance to children with special needs in Padang inclusive schools, West Sumatera, Indonesia in year 2015. The subjects of research consist of 150 regular school teachers and special education teachers who worked full-time in inclusive schools and 85 children with special needs that had been identified with the Kit of Identification Children with Special Needs. The data were collected with teacher attitudes and sociometric nomination scales. The results show that teacher attitudes on integration are not related to teaching experience, teacher educational background is positively related to their attitudes, and teachers' teaching experiences are related to attitudes. Other findings indicate that the level of peer acceptance in children with special needs is largely in the category of being ignored and even rejected by their peers.

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Section: Discussioncontrasting

confidence: 57%

Teacher's Attitude and Peer Acceptance to Children with Special Needs in Inclusive Primary Schools

Marlina¹

2017

Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET 2017)

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“…Self-perceived competence is directly related to experiences in teaching students with disabilities and to participation in educational preparation courses in special education or adapted physical education (Block, Taliaferro, Harris, & Kraus, 2010;Gutierres Filho et al, 2011;Palla, 2001;Rizzo, 1984;Rizzo & Kirkendall, 1995;Rizzo & Vispoel, 1991). Block et al (2010) examined perceived competence relative to a component of Bandura's (1997) social learning theory, selfefficacy.…”

Section: Introductionmentioning

confidence: 99%

Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

Mauerberg-deCastro

Paiva

Figueiredo

et al. 2013

Motriz: rev. educ. fis.

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Abstract-This study assessed the attitudes about the inclusion of students with disability by professionals in education and health, relative to their experience and training. We compared three groups: 20 teachers and trainees who worked in an adapted physical education program (GI); 75 professionals from the municipal education system of Rio Claro subdivided according to their experience-CGyes e CGno, respectively, with and without experience. We used the inventory adapted by Palla (2001) to assess participants' attitudes and self-concepts. Overall, individuals in the group that participated in the intervention maintained their tendency of being favorable toward inclusion. Teachers in regular school settings in the municipal school system of Rio Claro (São Paulo, Brazil), regardless of their experience with inclusive settings, remain mostly indecisive about the benefits of inclusion. Keywords: inclusion, adapted physical education, attitudesResumo-"Atitudes de educadores e educadores físicos sobre inclusão. Efeitos da participação em um programa inclusivo de educação física adaptada." O presente estudo avaliou a atitude sobre a aceitação da inclusão de deficientes por profissionais da área de educação e saúde, conforme sua experiência e formação. Para isso, foram comparados três grupos: 20 professores e estagiários que atuaram em programa de educação física adaptada (GI); 75 profissionais da rede municipal de educação de Rio Claro, subdivididos conforme sua experiência-CGyes e CGno, com e sem experiência, respectivamente. Foi utilizado o inventário adaptado por Palla (2001) para avaliar as atitudes e o autoconceito dos participantes. Em geral, os indivíduos que participaram da intervenção mantiveram sua tendência favorável à inclusão. Os professores em contextos escolares regulares na rede municipal de ensino de Rio Claro (São Paulo, Brasil), independentemente da sua experiência com inclusão, continuam indecisos sobre os benefícios da inclusão. Palavras-chaves: inclusão, educação física adaptada, atitudesResumen-"Las actitudes de los educadores y educadores físicos acerca de la inclusión . Efectos de la participación en un programa inclusivo de educación física adaptada." El presente estudio evaluó la actitud en relación a la aceptación de la inclusión de discapacitados por profesionales en el área de educación y salud, de acuerdo a su experiencia y titulación. Para ello, se compararon tres grupos: 20 profesores y practicantes que actuaron en el programa de educación física adaptada (GI), 75 profesionales de la educación municipal de Rio Claro, subdivididos de acuerdo a su experiencia-CGno y CGyes, respectivamente con y sin experiencia. Se utilizó el inventario adaptado por Palla (2001) para evaluar las actitudes y el autoconcepto de los participantes. En general, las personas que participaron en la intervención mantuvieron su tendencia favorable hacia la inclusión. Los profesores en entornos escolares regulares en las escuelas municipales de Rio Claro (Sao Paulo, Brasil), independientemente de su experiencia c...

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“…Attitudes were conceptualized as (a) a person's beliefs about an object, (b) a person's feelings toward the object, and (c) action tendencies with respect to the object (Ajzen & Fishbein, 1980, p. 19). Attitudinal research in adapted physical activity has focused on the past twenty years in attitudes of physical education teachers starting with research utilizing the theory of planned behavior by Terry Rizzo (1984) followed by the in line of research using the theory of reasoned action (Downs & Williams, 1994;Rizzo & Kirkendall, 1995;Rizzo & Vispoel, 1991;Rizzo & Wright, 1988). In a Czech context, attitudes of physical educators towards inclusion were studied by Kudláček et al (2002) and recently by Kudláček (2007).…”

Section: Introductionmentioning

confidence: 99%

Structure of a Questionnaire on Children's Attitudes towards Inclusive Physical Education (CAIPE-CZ)

Kudláček¹,

Ješina²,

Wittmannová³

2011

Acta Gymnica

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BACKGROUND:The process of educating children with and without disabilities together has had many titles in the past, starting with mainstreaming, changing into integration and fi nally arriving at the current title of inclusion. While inclusion has become widespread, studies aiming to help us understand this phenomenon and variables that infl uence it have been limited mainly to the study of inclusion as a process and attitudes of teachers towards inclusive physical education. In order to study inclusion we also need to have questionnaires to measure the beliefs of children without disabilities.OBJECTIVE: The purpose of this study was to translate and modify the CAIPE-R instrument, to describe the structure of its components and to compare the structure of CAIPEʼs Czech version (CAIPE-CZ) to the original instrument. METHODS:The original questionnaire, CAIPE-R (Block, 1995), was modifi ed and translated using a standard back translation procedure. Data were collected from 140 girls (mean age 13.12 years, SD = 1.61) and 146 boys (mean age 13.26 years, SD = 1.48) and analyzed using SPSS-PC 19.0 software. RESULTS:The results of principal component factor analysis with Varimax rotation have proven the two component structure of the CAIPE-CZ questionnaire. The fi rst four items are loaded in one factor which was titled as "General beliefs about inclusion in physical education". In contrast with the original CAIPE-R questionnaire, the fi fth and sixth items are loaded to the second component together with 4 other items. This component was titled "Beliefs about actual behavior".CONCLUSION: CAIPE-CZ was translated using a standardized procedure and shows a high internal consistency and is also sensitive to detecting diff erences between groups of children with personal experiences with students with disabilities and those without such experiences. Thus CAIPE-CZ is ready to use for future studies about the attitudes of children towards inclusive physical education.

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Physical Educators’ Attributes and Attitudes Toward Teaching Students with Handicaps

Cited by 120 publications

References 0 publications

Teacher's Attitude and Peer Acceptance to Children with Special Needs in Inclusive Primary Schools

Teacher's Attitude and Peer Acceptance to Children with Special Needs in Inclusive Primary Schools

Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

Structure of a Questionnaire on Children's Attitudes towards Inclusive Physical Education (CAIPE-CZ)

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