Highlights

• Those who have been granted the status of disabled persons in Bulgaria are approximately 9% and on the increase (National Statistical Institute, 2011)

• Et al (2004), found that teachers expressed mostly favorable beliefs towards teaching students with disabilities, while Block and Obrusnikova (2007) found that general physical education teachers had negative feelings toward inclusion. This current study found that PE teachers held more negative attitudes than last year university students (LYUS) (PET mean = -12.23, LYUS mean = 29.78) towards including students with physical disabilities into general physical education classes

• When considering responses from PET, their view about their competence to teach students with physical disabilities was 20%. They expressed that they will feel not at all competent after graduation, and only 1% stating that they will feel very competent. These results suggest that the LYUS feel more competent and more confident to implement inclusive programs than PET, and the reason could be that the LYUS have not been teaching alone and all of them pass the adapted physical activity (APA) course, which started in 2002

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Summary

Introduction

Those who have been granted the status of disabled persons in Bulgaria are approximately 9% and on the increase (National Statistical Institute, 2011). The Bulgarian Constitution states that it is unlawful to discriminate against any person, including race/ethnicity, religion/belief, age, disability and sexual orientation. Article 53 of the Constitution guaranteed the right to education for all citizens. The research towards inclusion in general physical education, and more importantly relating to attitudes towards inclusion in this setting, be conducted. Inclusion aims to provide full access to schools and facilities, and equal opportunities for all students, regardless of their ability. This research study will focus upon inclusion of students with physical disabilities in general physical education classes

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