Combining Adapted Physical Education with Individualized Education Programs: Building Korean Pre-Service Teachers’ Self-Efficacy for Inclusive Physical Education

Younghwan Koh

doi:10.3390/su13052879

Abstract

This study investigated the effect of combining adapted physical education courses with individualized education program training on pre-service teachers’ self-efficacy towards inclusive physical education. Multilevel modeling of a survey completed by two hundred and twenty-seven students enrolled in physical education teacher education programs in Korea was analyzed using a quadratic growth curve model. The results revealed that a combined course did indeed have a significant effect on the pre-service teachers’ self-efficacy towards inclusive physical education compared with groups provided with either just an adapted physical education course or no course. The students receiving the combined course also exhibited a sustainable positive growth rate and an accelerated rate of improvement in their level of self-efficacy towards inclusive physical education. These findings clearly demonstrate that combining adapted physical education courses with individualized education program training can deliver a sustainable educational impact on Korean pre-service physical education teachers’ self-efficacy towards inclusive physical education.

Highlights

Before 1975, students with disabilities had few opportunities to benefit from appropriate inclusive education and service in general school settings [1]
Programs and the lack of studies related to the effect of IndividualizedEducation Programs (IEPs) in inclusive PE, the purpose of this study was to investigate the effect of combining an adaptive physical education (APE) course with IEP training on pre-service PE teachers’ SE towards inclusive PE
PE compared to students who received a standard APE course (Group 2) or no course or training (Group 1); Positive values were obtained for both the linear and quadratic linear slope on average; Positive growth rates were observed in Groups 2 and 3, but there was a negative rate in Group 1; Positive acceleration was achieved in Group3, but there was negative acceleration in

Summary

Introduction

Before 1975, students with disabilities had few opportunities to benefit from appropriate inclusive education and service in general school settings [1]. Education Programs (IEPs) became more prominent and IEPs are required for all public schools in the U.S as part of the effort to provide special or inclusive education and related services such as physical therapy and occupational therapy for students with disabilities in inclusive education [1,2,6]. Students with disabilities are expected to be provided with a proper service related to education, with individualized goals and service schedules in all general schools as specified in their IEPs, which are legally required, fully comprehensive, documents [7,8,9].

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Conclusion