The influence of a teacher-designed and -implemented disability awareness programme on the attitudes of students toward inclusion

Abstract

This study aimed to examine: (1) the influence of a disability awareness programme, designed and implemented by attendees of the Incluye-T programme and implemented in real educational settings, on the attitudes of their students toward the inclusion of peers with disabilities; (2) the differential effects of the disability awareness activities between classes in which physical impairment, visual impairment, or multi-impairment programmes were implemented; and (3) the influence of personal demographic variables on participants’ attitudes toward the inclusion of peers with disabilities before and after the implementation of the disability awareness physical education (PE) sessions. A sample of 1105 PE students (13.1 ± 2.2 years) from 56 Spanish public educational centres took part. After the training programme on self-efficacy toward inclusion, physical educators designed and implemented awareness interventions at their schools. Physical educators implemented physical-only (23.2%), visual-only (42.9%), and combined activities for both impairments (33.9%). PE students’ attitudes toward inclusion were measured pre- and post-interventions. Those who participated in combined activities revealed significant differences for the four attitude scores ( p < 0.001), while those taking part in visual-only activities demonstrated decreased scores for the overall ( p = 0.044) and the control beliefs subscale ( p = 0.010). PE teachers were capable of influencing their PE students’ attitudes toward inclusion using awareness activities taking into consideration the ecology of the interventions and the PE students’ base level of attitudes before delivering sessions. The type of impairment/disability that was the focus of the awareness activities was an important factor that influenced the effectiveness of the interventions.

Efecto de una intervención basada en deportes paralímpicos sobre las actitudes hacia la inclusión de estu-diantes con discapacidad en clases de Educación Física (Effect of a Paralympic sports-based intervention on attitudes toward inclusion of students with disabilities in physical education classes)

“…La evidencia indica que los profesores pueden tener un impacto positivo al diseñar actividades que incluyan deportes como una forma de sensibilización hacia la discapacidad conociendo previamente las actitudes de sus estudiantes (Reina et al, 2021). Los autores demostraron que los deportes que combinan discapacidad física y visual son más efectivos en el cambio de actitudes que los deportes que se realizan de forma aislada, como fue el caso en nuestro estudio.…”

Elementary teachers’ pedagogical competencies in supporting students with learning difficulties

“…The influences on teacher attitudes are varied. In a survey of 155 teachers in Greece, teacher attitudes toward inclusion were impacted by their previous experience in teaching students with disabilities [12]. A survey of 179 teachers in Greece and Cyprus also found similar findings [13], however, a survey of 322 Serbian teachers reported no relationship between previous experience of teaching students with disabilities and their attitudes [14].…”

Participación de las familias en la educación de estudiantes con discapacidad

“…En los siguientes apartados, se detallan algunas estrategias específicas que han sido reportadas como útiles en la superación de estos desafíos. Entre ellas, los procesos de toma de conciencia dirigidos a la comunidad en general, los cuales ayudan a ampliar la comprensión de la discapacidad desde un enfoque de derechos y a eliminar estigmas y prejuicios (Lazarte et al, 2019;Reina et al, 2021); la disponibilidad de personal profesional en Fonoaudiología, Terapia Ocupacional, Interpretación de Lengua de Señas, entre otras áreas, que puedan trabajar de manera colaborativa con maestras y maestros para facilitar el acceso a tecnologías asistidas, a la comunicación, y promover la participación, la independencia y el bienestar de estudiantes con discapacidad en los entornos educativos (Guerrero y Rojas-Romero, 2023); finalmente, el establecimiento de redes de apoyo con las familias, a través de las cuales se puedan compartir experiencias y recursos, brindar apoyo emocional y realizar procesos de veeduría sobre la atención educativa que reciben sus familiares (Ministerio de Educación Nacional, 2020).…”