Disabilities In Physical Education Research Articles

Perspectives on Inclusion in Physical Education From Faculty and Students at Three Physical Education Teacher Education Programs in Chile

Discourse about, and the preparation of teachers regarding, the inclusion of all students has been lacking in Latin America broadly, including Chile. The purpose of this study was to examine the perspectives of physical education teacher education (PETE) faculty members and undergraduate students on inclusion and social justice in Chile. Grounded in social constructionism, the research design of this qualitative inquiry was descriptive multiple case study. The 16 participants were PETE faculty—that is, two assistant professors and one adjunct faculty member (n = 3) and three heads of programs (n = 3)—as well as undergraduate students (n = 10) across three PETE programs in Chile. The primary data sources were 12 individual semistructured interviews with heads of the program and faculty and three focus group interviews with undergraduate students across programs. The qualitative data were analyzed using thematic analysis to draw on different themes capturing the perspectives on inclusion and social justice within the Chilean physical education curriculum. Findings were presented through themes and subthemes across PETE programs. Three major discussion themes are presented: (a) disability framed within a deficit model, (b) inclusion as an adapted pedagogical practice, and (c) inclusion as a rights-based model for equality of opportunities. We conclude, analytically, that a lack of critical critique of the deficit model of disability, adapted pedagogical practices alone, and sameness manifests forms of marginalization to students with disabilities in physical education.

Inclusive Instruction in Elementary Physical Education: A Study of Teachers' Beliefs and Attitudes

Teachers' beliefs and attitudes about teaching students with disabilities in a physical education setting are the most important factors in inclusive education, as teachers' attitudes directly influence success in learning. This study aimed to assess physical education teachers' beliefs and attitudes regarding teaching students with disabilities in inclusive primary schools. A qualitative approach was used with a sample of 12 physical education teachers from 24 inclusive education-provider schools in Pekanbaru. Data were collected through semi-structured interviews and observation checklists and analysed using content analysis. Findings showed significant variation in teachers' beliefs regarding the potential of students with disabilities in physical education. While some teachers showed a strong belief in the abilities of these students, others remained sceptical. In addition, some teachers were more confident in teaching students with mild disabilities compared to students with more severe disabilities. These findings underline the importance of improving teachers' understanding of the potential of students with disabilities in the context of physical education. This research contributes to a better understanding of physical education teachers' perspectives on inclusive education, which serves as a basis for improving training and support strategies for teachers who face challenges in teaching students with diverse disabilities. Furthermore, the research highlights the importance of creating an inclusive school environment to support more effective inclusive education practices.

Attitudes of Non-Disabled Pupils towards Disabled Pupils to Promote Inclusion in the Physical Education Classroom.

Inclusive education for disabled people is becoming increasingly important globally. Improving the factors that support the inclusion of people with disabilities in education is one of the main objectives. In addition to teachers, another major factor is how the attitudes of students without disabilities affect those with disabilities, which should be considered in maintaining an inclusive classroom climate. The aim of the study was to analyse the attitudes of non-disabled students towards the inclusion disabled students in Physical Education (PE) and to investigate differences according to gender and school location. A total of 805 girls and boys participating in PE in public secondary schools (12-18 years old) in Extremadura were analysed through the AISDPE (Attitudes towards the Inclusion of Students with Disabilities in PE) questionnaire. The results show students without disabilities have positive attitudes towards the inclusion of students with disabilities. The majority were female. No significant differences were found regarding the location of the school. There are positive attitudes towards the inclusion of students with disabilities in the PE classroom, but these could be improved, especially in aspects more related to cognitive factors. For this, it is necessary for teachers to provide their students with the necessary tools and knowledge to better understand the possibilities and difficulties presented to students with disabilities, thus promoting a more inclusive classroom.

Preparing physical education teachers for the inclusions of children with disabilities through online courses: A scoping review

ABSTRACT The inclusion of children with disabilities in physical education (PE) classes is of the utmost importance and is addressed in teacher training programmes through a range of courses, aimed at providing teachers with knowledge and tools for enhancing inclusion in their PE classes. This paper provides a scoping review of research papers on such courses that are conducted online. The search was conducted through Google Scholar, Sport Discus (via EBSCO Host), and PubMed databases, using two search term clusters: population and subject matter and teaching. Eight articles were then assessed according to participants, programme content and procedures, methodology and instruments, and outcomes and discussion. Four studies provide comparative online/face-to-face courses data between participants. One applied a mixed methods design, three were quantitative, and four were qualitative studies. Most of the findings indicate participant satisfaction with online courses on inclusive PE classes, with scores of knowledge and self-efficacy regarding such inclusion being similar to those seen in face-to-face courses. However, some studies lacked important background variables, such as gender and previous experience working with people with disabilities. The findings of this scoping review highlight several directions for future exploration of such online courses.

Primary Students' Attitudes towards Peers with Disabilities in Physical Education in Saudi Arabia.

The attitudes of students without disabilities toward their peers with disabilities are considered an important determinant of successful inclusion in physical education settings. Nonetheless, there is limited research on this topic in non-Western societies, especially in Arab contexts. Thus, to address this paucity in the literature, this study aimed to assess the general attitudes of Saudi students without disabilities towards their peers with disabilities and examine the associations between selected student-related variables (e.g., gender, age, type of school, school location, having a family member or a friend or a classmate with a disability, and having experience of playing with a person with a disability) and attitudes of students without disabilities. A total of 972 students aged 9-12 years old (Mage = 10.6; SD = 1.1; girls = 49.7%) completed the Arabic version of the Scale of Attitudes toward Students with Disabilities in Physical Education-Primary Education (SASDPE-PE). Data analysis indicated that, in general, participants reported positive attitudes toward their peers with disabilities in physical education classes. Despite boys being more likely to hold positive attitudes than girls, no significant difference between them existed. The results showed that 10-year-old participants reported more significantly positive attitudes than those in the other age groups. Participants attending public schools reported more significant positive attitudes toward their peers with disabilities in physical education classes compared to those attending private schools. Having a friend with a disability was linked to students without disabilities having positive attitudes towards their peers with disabilities. In contrast, having a family member or a classmate with disabilities and having played with a person with a disability were not related to such positive attitudes. The current study's findings have significant implications for inclusive educational practices.

Attitudes towards Peers with Disabilities among Schoolchildren in Physical Education Classes

All children, including those living with disabilities, have the right to be provided with Inclusive Education (IE) together with appropriate support in scholarly settings. A key factor for educational inclusion is peers' attitudes towards disabilities, which impact disabled students' social participation and learning. Physical Education (PE) classes represent an opportunity for students with disabilities to get psychological, social, health, and educational benefits. This study aimed to assess Spanish students' attitudes regarding their peers with disabilities during PE lessons and to explore possible differences between gender, school location, and age group. The sample consisted of 1437 students from public schools in Extremadura (Spain) from the primary and secondary stages. Participants completed the Attitude towards Students with Disabilities in Physical Education (EAADEF-EP) Questionnaire. The Mann-Whitney U test was carried out to establish differences in scores according to sex, school location, age group, and correlations between age and item scores using the Spearman's Rho test. The results displayed significant differences in the total and item scores considering sex and centre location, with good reliability values (Cronbach's alpha = 0.86). The EAADEF-EP Questionnaire has proven to be a quick, easy, and inexpensive tool to assess attitudes. Girls and participants whose school was in a rural setting had better attitudes towards inclusion. This study's results highlight the importance of carrying out educational actions and programs to improve students' attitudes towards their peers with disabilities considering the influences of the studied variables.

Inclusion of Students with Disability in Physical Education: Analysis of Trends and Best Practices

Inclusive physical education for students with disability evolved in line with ethical requirements and stakeholder morality. While inclusive physical education is embraced at a conceptual level and desired at the classroom level, the complexity of successful implementation often remains overlooked in policy and curriculum guidelines. The writing in this study uses a literature study by utilizing the scientific journal's index in Scopus from 1992 to 2022 by involving a total of 298 documents. The theme of last years was about developing media with a subject focus on prospective teachers and students of physical education as research subjects. Currently, the research theme of students with disability in physical education is studying with a focus on developing awareness toward disabilities in physical education. In future research, physical educators conceptually embraced inclusive physical education with a creative outlook for collaboration, knowledge, and support. Cooperative and supportive efforts between physical educators, students with disability, parents, and teacher aides are valued in creating physical education environments that effectively respond to learner diversity. While access to practical teaching guidance remains scarce, this study may contribute to physical educator practice.

Cross-Cultural Translation and Application of the Lieberman-Brian Inclusion Rating Scale for PE in German-Speaking Countries.

Overcoming participation barriers of students with disabilities in physical education is of great importance and an internationally recognized goal. Research highlights that students with disabilities have mixed feelings about their inclusion experiences in physical education. Physical education teachers often do not feel prepared to appropriately support all students. In German-speaking countries in particular, there is a strong tradition of segregation, with varying interpretations of inclusion. In this light, an instrument to reliably assess the inclusive potential of physical education is needed, thereby providing data on the efficacy of teachers’ practices. Such an assessment scale would be important to identify barriers to inclusive physical education while providing teachers with data that could potentially enhance the learning environment. The purpose of this study was to outline initial insights into the cross-cultural translation process of the Lieberman/Brian Inclusion Rating Scale for PE in German-speaking countries. The translation process followed suggestions for transcultural validation. Expert review was provided to check content and face validity. Major item challenges centered around paraeducators, gym management, and conceptual differences regarding physical education.

Female and Rural School Students Show More Positive Attitudes toward Disability during Physical Education Lessons.

Physical education (PE) lessons offer an excellent opportunity to encourage participation and learning for students with and without disabilities. However, there are still barriers that prevent educative inclusion (EI) from being achieved, with negative attitudes being one of the major issues. This study aimed to explore students without disabilities’ attitudes toward their peers with disabilities in the second stage of Primary Education, examining possible differences according to sex (male or female) and school location (urban or rural). The Scale of Attitudes toward Students with Disabilities in Physical Education–Primary Education (SASDPE-PE), a four-item instrument with a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), was administered to 545 Spanish students aged 9 to 12 years old. The results revealed that girls and students from rural schools showed more positive attitudes toward their peers with disabilities during the PE lessons; differences were significant in both cases. Thus, according to our findings, the SASDPE-PE is a practical tool to assess attitudes, even after an attitude-change programme. Furthermore, PE attitude-change programmes should be implemented, especially considering male students and those enrolled in urban schools.

A need-supportive teaching approach among students with intellectual disability in physical education

ObjectivesThe present study tested a need-supportive teaching approach to enhance the experience of need satisfaction, autonomous motivation, and well-being, and to decrease need frustration, controlled motivation, amotivation, and ill-being among students with intellectual disability in physical education activities. We further tested the effects of experimental condition in predicting students’ need satisfaction and need frustration, motivational regulations, and well-being and ill-being over the semester. DesignExperimental study. MethodsNinety eight students with mild and borderline intellectual disabilities (Mage = 16.53, SD = 3.22; female = 63.3%) attended in this experimental semester-long study. Teachers (N = 6) of students randomly assigned into either an experimental (need-supportive teaching style) or a control (usual teaching style) condition. Students filled out the targeted questionnaires at the beginning (T1), middle (T2), and the end of the semester (T3). FindingsThe results showed that students of the teachers in the experimental condition reported higher need satisfaction and positive affect, and lesser need frustration, amotivation, and negative affect than students of the teachers in the control condition. The results also showed that experimental condition predicted positively T3 need satisfaction, whereas and negatively predicted T3 need frustration, amotivation, and negative affect. ConclusionFindings highlight the importance of teachers’ need-supportive teaching behaviors to enhance positive outcomes, and decreasing their negative outcomes in students with intellectual disabilities in PE.

Challenging ableism and the ‘disability as problem’ discourse: how initial teacher education can support the inclusion of students with a disability in physical education

ABSTRACT Whilst Initial Teacher Education (ITE) is only one leverage point for teacher professional learning and development, it is of vital importance that ITE supports pre-service teachers (PSTs) in developing knowledge and skills necessary to promote inclusion of students with a disability in their class-spaces. Whilst ‘inclusion’ is a key feature of legislation, education policy and standards internationally, students with disabilities continue to report exclusion from Physical Education 1 (PE) by both teachers and peers. There are thus increasing calls for PE to be more inclusive, and for teachers to enact curricula and pedagogies that dismantle ableism and offer diverse ways for students to learn in, through and about movement. This paper outlines how ITE can have a positive impact on the pedagogical knowledge, competence and ‘readiness’ of PSTs to teach inclusively. We offer a unique contribution to existing scholarship in that we outline how a specific combination of elements can be enacted within one unit/module within a Bachelor of Education (specialising in Health and Physical Education) to promote inclusion of students with a disability in PE. More specifically, the findings suggest that the elements of the unit that best supported PSTs in becoming more inclusive teachers were: (i) pedagogization of theory; (ii) sense of safety; (iii) partnerships for authentic learning; and (iv) student voice and co-design. Combined, these elements served to support PSTs in moving away from fixed, normative and ableist assumptions about their learners. It also provided opportunities for PSTs to explore and enact alternatives to the ‘disability as problem’ discourse, and thus more effectively teach students with a disability.

Attitudes of Saudi Students toward the Inclusion of Students with Disabilities in Physical Education Classes

The purpose of this study was to examine typical students’ attitudes toward the inclusion of students with disabilities in physical education (PE) classes. The participants were between 10 – 16 years of age and their grade level from fifth grade to ninth grade in the Eastern province in Saudi Arabia. The participants were 614 typical students in elementary and middle schools. Participants responded to Children’s Attitudes Toward Integrated Physical Education-Revised (CAIPE-R). The findings of this study indicated that the overall means scores of attitudes of all participants toward the inclusion of students with disabilities in physical education classes was 2.99, indicating normal attitudes toward the inclusion of students with disabilities in PE classes. In general, female students had more positive attitudes toward the inclusion of students with disabilities in PE classes than male students, as well as students who had a family member or a close friend with a disability, had more positive attitudes toward inclusion than students who did not have. Moreover, very competitive students had less attitudes toward inclusion than not competitive students did, and very competitive students who had students with disabilities in their schools had more positive attitudes toward inclusion than very competitive students who did not have students with disabilities in their schools. Finally, students who attended schools with students with disabilities had more positive attitudes toward inclusion than students who did not have students with disabilities in their schools. Keywords: Attitude, Disabilities, Physical Education, Saudi Arabia, Inclusion

Attitudes of Teachers Towards Inclusion of Students with Disabilities in Physical Education

Aim: The aim of the present study is to examine the attitudes of physical education teachers towards teaching disabled students. Methods: A total of 612 physical education teachers working in the Ministry of National Education in Turkey participated in the research. “The Attitudes of Physical Education Teachers Towards Teaching Disabled Students Scale” (2020), developed by Beyazoğlu and Özbek, were applied to the teachers participating in the research. Since the data are normally distributed in the analysis of quantitative data, t-test and ANOVA tests from parametric tests were used. Results: According to the results of the research, it is observed that Turkish physical education teachers have favorable attitudes towards teaching disabled students within the framework of planned behavioral theory. In addition, the measure of attitude, subjective norm, perceived behavioral control, behavior-oriented attitude and behavioral objective are important predictors of teachers' attitudes. Furthermore, each dimension is highly correlated with some variables. Conclusion: The proficiency level of teachers' teaching experiences, whether they have taken special training courses in undergraduate education, physical education for the disabled in undergraduate education, preconceived notions such as whether to take sports courses, whether to take various courses, training, etc. (in-service training) during teaching, age and marital status are highly related to teachers' attitudes. Keywords: Physical Education Teacher, Teaching, Disabled student, Attitudes

Teaching Self-Protection to Students With Disabilities

The United States has made many advances in establishing a culture of acceptance and inclusivity for individuals with disabilities. Through best practices in K-12 education, students with disabilities are becoming more independent and empowered, however, there are many potential risks students with disabilities face, especially in the area of sexual assault or abuse. Individuals with disabilities are three times as likely to be a victim of serious violent crimes than any other population in the United States. To protect these individuals and to help them protect themselves, a potential strategy is to implement a self-protection unit in their physical education. A self-protection unit will teach students four areas of knowledge: awareness, prevention, escape, and recovery. The purpose of this paper is to educate physical education teachers on the incidence of sexual assault and abuse of individuals with disabilities and how they can implement and teach self-protection skills to students with disabilities in physical education.

Perspectives on the integration of students with disabilities in physical education: An umbrella review of reviews published between 2010 and 2020

Research regarding the integration of students with disabilities in physical education has progressively increased during the last three decades, as has the number of published reviews. The objective of this umbrella review was to synthesise findings from reviews published between 2010 and 2020 to obtain a comprehensive picture of the current literature regarding the integration of students with disabilities in physical education. Search strings were developed and the four electronic databases Educational Research Complete, ERIC, Scopus, and SportDiscus were searched to identify reviews published between January 2010 and January 2020. After removing duplicates, 117 individual documents were screened and reviewed for eligibility, and eight reviews published between 2012 and 2019 were included. These reviews included quantitative, qualitative, and mix methods research. From the reviews, to some degree, SWDs, SWODs and PETs have mixed experiences from and ambiguous attitudes towards the integration of SWDs in PE.

Including students with physical disabilities in physical education in Singapore: Perspectives of peers without disabilities

Perspectives of peers without disabilities are considered a significant determinant of successful integrated physical education. The purpose of this study was to explore students' perspectives of including students with physical disabilities in physical education in Singapore. Primary and secondary school students ( n = 219) provided their perspectives related to the inclusion of students with physical disabilities through an online survey platform. The quantitative results showed that 86.3% of the participants expressed a “yes” opinion toward having the perspective that peers with physical disabilities should be included, while 13.7% of them expressed either a “no” or “maybe” opinion related to peers with physical disabilities being included. Further, girls were more likely to respond “yes” than boys, and a larger proportion of secondary school students responded “yes” than primary school students. Content analysis was used to code students’ 277 open-ended perspectives for supporting their expressed opinions. The different perspectives were coded and subsequently grouped into 15 categories for supporting the “yes,” “no,” and “maybe” responses. Equality was the most commonly listed category for supporting a “yes” response. For supporting a “no” response, negative outcomes, such as bullying and injury, were most commonly reported. Finally, dependence and incompatibility were equally listed for justifying a “maybe” response. These findings highlight a variety of perspectives related to peer attitudes and shed light on the value of enhancing students’ perspectives toward the integration of peers with disabilities.

Overcoming Inclusion Barriers for Students With Disabilities in Physical Education

The purpose of this article is to review barriers students face most often in physical education, as well as some simple solutions to preventing these barriers from happening.

The effects of modifying contact, duration, and teaching strategies in awareness interventions on attitudes towards inclusion in physical education

ABSTRACT This quasi-experimental study analyses the effects of an awareness intervention programme with five different branches designed to improve the attitudes of physical education (PE) students towards the inclusion of classmates with disabilities. The contact (yes/no) and its frequency (×1 vs. ×3) with para-athletes, the duration of the programme (1 vs. 6/7 sessions), and the provision of teaching strategies and materials (yes/no) were manipulated. The study involved 603 students aged 14‒19 from five public educational centres in southern Spain. Attitudes were assessed pre- and post-intervention with the Spanish version of the Children’s Attitude towards Integrated Physical Education (general and specific subscales) and the Scale of Attitudes towards Students with Disabilities in PE. The three groups having contact with para-athletes during the interventions improved in the three attitude variables (p < 0.05; −0.20 < d < −0.24). Pairwise comparisons of the improvement ratios also revealed several positive effects of the intervention duration and provision of teaching strategies (p < 0.05; −0.07 < d < 0.18). These findings could assist PE teachers in educating students to improve their knowledge and attitudes towards people with disabilities, having different strategies and resources to conduct awareness interventions based on para-sports in their regular PE classes.

How do competitiveness and previous contact with people with disabilities impact on attitudes after an awareness intervention in physical education?

ABSTRACT In addition to inclusion as an educational philosophy, integrated schooling has emerged worldwide as an influential trend in education over the last few decades; this has increased the number of students with disabilities in classrooms, including in physical education (PE). This state of affairs requires that teachers provide support and resources to ensure that all students, regardless of ability, can reach their full potential through opportunities for equal participation. The previous contact with people with disabilities and the level of the students’ competitiveness are two factors where there is a lack of clarity as to their effects on attitudes towards the inclusion of a partner with a disability. Therefore, it is necessary to deepen the understanding of how these variables influence students’ attitudes after the implementation of an intervention to raise awareness of the inclusion of students with disabilities in PE. This study aimed: (1) to analyse the effects of the educational programme ‘Inclusive Sport in School’ on the attitudes of students without disabilities towards the inclusion of peers with a disability, (2) to analyse the influence of the previous contact with people with disabilities on the attitudes of students towards inclusion in PE after the intervention, and (3) to explore the level of competitiveness on attitude outcomes. A sample of 1068 students (534 girls and 534 boys) without disability (13.9 ± 1.76 yr.) was divided according to the type of established contact at their school setting: regular school settings (no contact), inclusive settings with non-structured contact and inclusive settings with structured contact (where students with disabilities were included in the PE classes). Attitudes towards inclusion were measured through Spanish version of the Children’s Attitudes Toward Integrated Physical Education Revised inventory CAIPE-RS. A mixed-factor analysis of variance was implemented, with an intra-group factor (i.e. pre vs post-intervention) and two between-group factors: the three types of contact and the reported level of competitiveness (low, moderate, or high). Results showed a significant impact on the general subscale of attitude after the intervention. The interaction effects between the between-group and the intra-group factors were not significant. However, the t-test of related measurements showed significant differences on the general attitude subscale for the students of the inclusive centres where there were [t(351) = −6.11; p < 0.01)] or there were not [t(199) = −2.43; p = 0.016)] students with disabilities in the PE class, showing more positive values of attitude after the intervention. Additionally, those perceived to have a moderate or high level of competitiveness also exhibited an increase in their degree of general attitude after the intervention while the students from inclusive schools with a low competitive level showed a significant decrease in attitude on the specific attitude subscale. It is concluded that the effect of the intervention could be influenced by the type of contact and that the level of competitiveness is a constraining variable for awareness interventions in PE. To develop interventions which have a significant impact on attitude towards inclusion in PE, awareness programmes should be designed which consider direct contact with people with disabilities to generate the target attitude.

A Collaborative Approach for Engaging Students with Severe Disabilities in Physical Education

There is research on the barriers teachers face including students with disabilities, and the extant literature is limited with regard to collaboration between general and special education. To increase the likelihood of effective collaboration, relationships among colleagues should involve on-going and sustained communication regarding students&#8217; skills. The purpose of this study was to examine the collaborative practices between general and special educators in providing access to the curriculum for students with severe disabilities in general physical education. Our primary questions included: How do general and special educators define and provide access to the general education curriculum for students with severe disabilities? How are educational goals between students with severe disabilities and their peers without disabilities developed in a general education setting? Semi-structured interviews were conducted on general and special educators (N = 9), field note observations (n=16) were conducted on one 2nd and 4th grade physical education class that included two students with severe disabilities and their peers (n = 35). Collected documents included lesson plans and a teacher journal across 15 weeks of one academic semester. Data were analyzed using a thematic analysis. Three themes were identified: 1) Taking the Mystery Away, 2) Building Relationships Between Peers Through Communication Strategies and 3) It Makes Sense: Mutual Goals Between the Disciplines. Collaborative practices between special and general educators can bridge knowledge differences on content, curriculum and modes of communication that facilitate student engagement between students with severe disabilities and their peers. Recommendations for identifying communication protocols and establishing collaborative practices are provided.