Abstract
The aim of this research is to determine the level of self-efficacy among students studying Sport and Physical Education at the three Universities in Serbia, toward teaching students with intellectual disabilities (ID), physical disabilities (PD) or visual impairment (VI) in GPE classes in Serbia. Participants were 120 students (75 males and 45 females) mean age ± 22.85at the last year at Faculty of Sport and Physical Education from University of Belgrade (UBG), University of Nis (UNI) and University of Novi Sad (UNS). Situational-specificSelf-Efficacy and PhysicalEducatorsScale (SE-PETE-D, Block, Hutzler, BarakK p=0.01) and at the UNI toward teaching students with VI (mean of F= 4.13, M= 3.47; p=0.03). Significant differences have been found among students‟ level of self-efficacy from three Universities toward teaching students with ID (F=8.76; p=0.00) and PD (F=5.03; p=0.01) in GPE classes in Serbia.
Highlights
While 80% of children with disabilities who attend public schools are included in general physical education classes in the United States (US) (U.S Government Accountability Office, 2010), the number of children with disabilities that are included in mainstream schools in Serbia is unknown
According to information‟s from table 2 we can see what level of self-efficacy among students at final year of studying sport and physical education from three main Universities in Serbia toward teaching students with disabilities in General Physical Education (GPE) classes
Results show that students from Faculty of Sport and Physical Education, University of Niš, feel the most able to teach students with disabilities in GPE classes, overall mean score of the level of self-efficacy is 3.61 for males and 4.14 for females, while students from Faculty of Sport and Physical Education, University of Novi Sad, beliefs are less confident to teach students with disabilities in GPE classes in Serbia, overall mean score for those students is 3.48 for male participants and 3.17 for females
Summary
While 80% of children with disabilities who attend public schools are included in general physical education classes in the US (U.S Government Accountability Office, 2010), the number of children with disabilities that are included in mainstream schools in Serbia is unknown. Inclusion became a worldwide term in last two decades and consists of educating all students, regarding of their ability or disability, together in one educational environment, while meeting the needs of each of these individuals (Kudlacek, 2001). There are a lot of parameters that have influences on implementation of successful inclusion such as inadequate teacher training and professional development, perceived lack of competence, lack of support, large class sizes, time and administrative demands, as well as low efficacy to teach individuals with disabilities (Konza, 2008). Attitudes and selfefficacy of future physical education teachers‟ is seen as one of the most important parameters for successful inclusion.
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