Abstract
Inclusion of students with physical disabilities in general schools in the Czech Republic has become widespread educational policy. On the other hand inclusion of these students in general physical education is often overlooked or underestimated. In order to understand this phenomenon in the Czech Republic we must conduct series of survey studies, this being one of them. The purpose of this study was to describe State of Inclusion of Students with Physical Disabilities in General Physical Education in Prague and Central Bohemian region. We used the descriptive study based on survey, which took part in schools with integrated pupils with disability in Prague and also in Central Bohemian region. Participants are teachers of included children. Questions in the survey were focused on experiences of the teachers with inclusive physical education (PE), especially what helps during inclusion and what kind of assistance or advice they would need (education, personal support etc.).Total number of surveys we distributed was 95 and we get 60 of them back. These were used for further processing and the resulting statistics. Total file research respondents were teachers of 29 boys and 31 girls who were in age from 7 – 21 years. All of respondents were teaching in schools in Prague or Central Bohemian Region. The largest percentage of the total number of children participating in PE lessons is pupils with mild physical disabilities (64 %). The most common problems are based on the severity of students’ disabilities. Other fundamental problems in inclusion of children to the PE lessons are: (a) the lack of teaching assistants (40 %), (b) special equipment (35 %) and (c) the lack of knowledge (12 %) of teachers in the field of APA.
Highlights
Inclusion of students with physical disabilities has been reported as successful and meaningful option of their education (Block, 2007; Block & Obrusnikova, 2007; Klavina, 2008; Obrusníková, Válková & Block, 2003; Sherrill, 2004)
Rizzo and Bouffard (2012) presented report of US government from 2010 stating that one of greatest challenges of inclusive physical education is the lack of sufficient academic preparation and experience among general physical educators in teaching students with disabilities, which results in functional exclusion of students with disabilities in physical education
The largest percentage (64 %) of the total number of children participating in physical education (PE) lessons are pupils with mild physical disabilities who are able of independent locomotion without using any adapted equipment
Summary
Inclusion of students with physical disabilities has been reported as successful and meaningful option of their education (Block, 2007; Block & Obrusnikova, 2007; Klavina, 2008; Obrusníková, Válková & Block, 2003; Sherrill, 2004). Lienert, Sherrill and Myers (2001) and Morley et al (2005) reported questioned perceived competence by physical educators and lack of support for inclusive physical education. Rizzo and Bouffard (2012) presented report of US government from 2010 stating that one of greatest challenges of inclusive physical education is the lack of sufficient academic preparation and experience among general physical educators in teaching students with disabilities, which results in functional exclusion of students with disabilities in physical education. Functional exclusion being defined as the level of non-participation or inadequate participation (e.g. playing cards or chess in PE class while other peers participate in general PE activities)
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