Japanese physical educators' beliefs on teaching students with disabilities at urban high schools

Abstract

The purpose of this study was to analyse Japanese physical education teachers' beliefs on teaching students with disabilities in integrated classes. The participants were five physical education teachers in Japan. Situated in planned behaviour theory developed by Icek Ajzen in 1985, the research method was descriptive-qualitative case study as described by R.E. Stake in 2000. The primary sources of data were focused interviews. The interview data were analysed using constant comparative method. Results indicate that the teachers believed teaching students with disabilities, particularly those with severe disabilities, is difficult and complicated. Despite their concerns, the teachers worked at teaching students with disabilities largely because they were motivated to do so in compliance with significant referents and policies supporting integrated schooling. Japan's Special Support Education policies create a legal base for establishing teacher education programmes, ensuring that there is professional development training designed to prepare physical education specialists to competently teach students with disabilities in integrated settings.