Abstract
Positive attitude towards inclusion of children with disabilities in Physical Education (PE) classes is one quite important factor for successful implementation of inclusive education. The aim of this study was to examine the predictors of attitude of the students as future PE teachers towards inclusion in PE. In this study, the predictors in the field of personality, professional competences for working with children with disabilities and certain personal characteristics (gender) were included. The sample included 221 students of the final year of studies at the Faculty of Sport and Physical Education in Belgrade, Niš and Novi Sad. In order to measure the attitude towards inclusion in PE, the instrument of Attitude Toward Inclusive Physical Education was used. In the field of personality, a trait of openness to experience was examined, which was measured using the HEXACO PI-R instrument. An additional questionnaire was also designed by which the students were asked to indicate their gender and professional competences for working with children with disabilities: their average mark during the studies, subjective assessment of the level of knowledge and skills required for working with children with disabilities acquired in the course of their studies (self-assessment of professional competence) and experience in working with children with disabilities during their professional practice. The results of multiple regression analysis showed that openness to experience, self-assessment of professional competence and gender were significant predictors. The results indicate that, during the training for teaching profession, it is necessary to develop students' specific competences required for the work in inclusive education as well as to create the teaching atmosphere which will enhance inquisitiveness and creativity as significant determinants of the trait of openness to experience.
Highlights
Teachers’ positive attitude towards inclusion of children with disabilities in regular classes is one of the most important factors for quality implementation of inclusive education (Avramidis, & Norwich, 2002; Brojčin, 2013; O’Brien, Kudláček, & Howe, 2009)
The results of descriptive statistics have shown that the students expressed moderately positive attitudes towards inclusion of children with disabilities in Physical Education (PE) classes, which is in accordance with the results of previous studies where the ATIPE scale was used and that were conducted in students (Tubić, & Đorđić, 2012), PE teachers (Tubić, & Đorđić, 2012; Pejčić et al, 2016) and teachers (Đorđić et al, 2014)
The results of this study have shown that the students as future PE teachers expressed moderately positive attitudes towards inclusion of children with disabilities in PE classes, and that there is a space for further improvement
Summary
Teachers’ positive attitude towards inclusion of children with disabilities in regular classes is one of the most important factors for quality implementation of inclusive education (Avramidis, & Norwich, 2002; Brojčin, 2013; O’Brien, Kudláček, & Howe, 2009). The studies have shown that the PE teachers who have positive attitudes towards inclusive education put more effort into teaching process which results in the improved development of children with disabilities (Elliott, 2008). It is very important to develop positive attitudes toward inclusive education with students as future holders of inclusive process. Hutzler (2003) has shown, in his review study, that gender, previous experience in working with children with disabilities and perceived competence for the implementation of inclusive education were most frequently examined factors related to the PE students and teachers’ attitudes towards inclusion There are various concepts of attitudes in psychology, the authors agree that they represent dispositions which may be formed and changed under the influence of different personal and social factors (e. g., Vogel, & Wanke, 2016). Hutzler (2003) has shown, in his review study, that gender, previous experience in working with children with disabilities and perceived competence for the implementation of inclusive education were most frequently examined factors related to the PE students and teachers’ attitudes towards inclusion
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