Abstract
Training and self-confidence of the instructor are important components in the success of any inclusive physical education (PE) or recreation program. The purpose of this study was to determine if the self-efficacy toward teaching students with intellectual disabilities, physical disabilities or visual impairment in PE would increase in PE pre-service teachers working at a one-week intensive sports camp for youth with visual impairments. PE pre-service teachers (n=18) filled out the Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SE-PETE-D) pre- and post-camp. SE-PETE-D measured participants’ self-efficacy toward including students with disabilities. Participant’s self-efficacy for teaching youth with a visual impairment scores significantly increased during camp, t(17) = 3.75, p = .002, d = 0.88. A similar pattern was observed in self-efficacy for teaching youth with an intellectual disability and physical disability, with scores also significantly increasing, t(17) = 5.32, p < .001, d = 1.25 and, t(17) = 3.83, p = .001, d = .90, respectively. Results from this study suggest teaching and learning experiences that are both practical and disability-orientated can be quite effective in increasing PE pre-service teacher’s confidence working with youth with disabilities
Highlights
Including students with disabilities into general education has become a common practice in the United States (U.S Department of Education, 2008), and it is progressively becoming an educational model in other countries around the world (Camerini, 2011; Ministry of Education and Human Resources, 2007).According to a resolution put forth by the United Nations (United Nations General Assembly Resolution61/146, 2006), all members of the UN must warrant equal education for all children
The purpose of this study was to determine if the level of self-efficacy among pre-service teachers at a designed sports camp for youth with visual impairments would increase towards teaching students with intellectual disabilities, physical disabilities, or visual impairment in physical education (PE)
Results from this study suggest increases to the PE pre
Summary
Teachers have expressed various barriers when having to teach students with disabilities, including inadequate training (Kwon, 2018; Piletic & Davis, 2010) and professional development, a feeling of limited support (Kodish, Kulinna, Martin, Pangrazi & Darst, 2006), lack of competence, large class sizes, time, and administrative demands (Konza, 2008; Rust & Sinelnikov, 2010). An important determinant of implementing successful inclusion of students with disabilities is nts, referred to as teacher self-efficacy (Kodish et al, 2006; Tschannen-Moran & Hoy, 2001). It is imperative that teachers have high level of self-efficacy when teaching to all children, because if they do not they may come to believe that inclusion could be unsuccessful. A link between teacher self-efficacy and professional development, (Martin, McCaughtry, Hodges-Kulinna, & Cothran, 2008; Martin, McCaughtry, K 2004; 2005) has been found in physical education (PE) research
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