Teaching inclusive physical education for students with disabilities: reinvigorating in-service teacher education in Sri Lanka

2021 ◽  
pp. 1-14
Author(s):  
Samantha Nanayakkara
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Sri Lanka ◽  
Students With Disabilities

Quality of School-based Physical Education and Sport for Students with Disabilities in Western Australia

1998 ◽  
Vol 22 (1) ◽  
pp. 38-49
Author(s):  
Richard Lockwood ◽  
Anne Lockwood
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Physical Education ◽  
Students With Disabilities ◽  
Support Staff ◽  
School Based ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Relative Quality

The relative quality of Physical Education and Sport for students with and without disabilities was examined by surveying the views of students, teachers, and support staff in a sample of West Australian schools. The findings indicate differences in quality of Physical Education and Sport for students with and without disabilities. Students with disabilities did not receive the same quality of Physical Education and Sport experiences, although they tended to be enthusiastic about what they did receive. A higher proportion of this group completed activities other than fully participating in Physical Education and Sport. Depending on individual circumstances, this may suggest that in addition to the inclusion model, there may be a need to establish parallel or segregated and personalised programs for some students. The findings also highlighted the urgent need for (a) inclusionary practice to be an integral part of pre‐service teacher education, (b) a range of professional development and networking opportunities for teachers of Physical Education, and (c) greater resources to be allocated for equipment, facilities and support staff to assist students with disabilities.

Graduate students’ practicum experiences instructing students with severe and profound disabilities in physical education

2016 ◽  
Vol 23 (2) ◽  
pp. 196-211 ◽  
Author(s):  
Takahiro Sato ◽  
Justin A Haegele
Keyword(s):  
Teacher Education ◽  
Graduate Students ◽  
Physical Education ◽  
Students With Disabilities ◽  
Structured Interviews ◽  
Socialization Theory ◽  
Practicum Experience ◽  
Profound Disabilities ◽  
Graduate Teacher Education ◽  
Practicum Experiences

Students with disabilities are more likely than ever to be educated in physical education classes with their typically developing peers. Because of this, it is essential for all educational personnel, including physical educators, to have proper teacher education to help meet the unique needs of these students. Currently, the research base is underdeveloped with regard to the meaning that graduate-level pre-service adapted physical education (APE) specialists ascribe to practicum experiences teaching students with severe and profound disabilities during their graduate teacher education. Thus, the purpose of the current study was to describe and explain graduate students’ experiences instructing students with severe and profound disabilities during course-related practicum experiences. This study utilized a descriptive-qualitative approach using an exploratory case study design and was interpreted through the lens of occupational socialization theory. Nine graduate students enrolled in two master’s level APE programmes acted as participants for this study. As part of their coursework, each student completed a 200 hour hands-on practicum experience teaching students with severe and profound disabilities. Data were collected during this practicum experience through semi-structured interviews, follow-up email correspondence, and demographic questionnaires. Three themes, explainable through the use of organizational socialization theory, emerged, and were: (1) the ambiguous roles of APE teachers; (2) the need for specialized expertise; and (3) reality shock-unpredictable behaviors. Although each of the participants expressed some difficulties during the experience, they also described degrees of success in contributing to the education of students with severe and profound disabilities.

PREPARING FUTURE PHYSICAL EDUCATORS FOR INCLUSION: CHANGING THE PHYSICAL EDUCATION TEACHER TRAINING PROGRAM

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Martin E. BLOCK ◽  
Eun Hye KWON ◽  
Sean HEALY
Keyword(s):  
Physical Education ◽  
Online Education ◽  
General Education ◽  
Students With Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
General Physical

Students with disabilities around the world are leaving special schools and special classes and are receiving their education in general education schools. In addition to attending general education classes, these students with disabilities are attending general physical education classes. Unfortunately, research has clearly demonstrated that physical educators do not feel prepared to include students with disabilities into their general physical education classes. Such findings are not surprising given that the typical physical education teacher education program in the United States only requires one course in adapted physical education, and in many countries around the world not even one adapted physical education course is required. However, many physical education teacher education programs do not have the space to add more adapted physical education classes, and other universities do not have professors with specialized knowledge to teach adapted physical education. What can be done to better prepare future and current physical educators? Online education is a relatively new method for delivering information about disability in general and more specifically how to include students with disabilities into general physical activities. The purpose of this paper is to introduce online education and present preliminary research that supports the use of online training with physical educators.

Assessment of Teacher Attitudes Toward Inclusion of Students with Disabilities: A Confirmatory Factor Analysis

1997 ◽  
Vol 14 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Georgios D. Sideridis ◽  
Judy P. Chandler
Keyword(s):  
Physical Education ◽  
Music Education ◽  
Students With Disabilities ◽  
Structural Equation ◽  
Structural Model ◽  
Equation Modeling ◽  
Future Research ◽  
Physical Education Teachers ◽  
The Status ◽  
Fit Index

The Teacher Integration Attitudes Questionnaire (TIAQ) was developed in order to assess the attitudes and beliefs of teachers (n = 110) with regard to the inclusion of students with disabilities in regular education settings. Using Structural Equation Modeling, the final structural model of the TIAQ comprised four constructs, namely, “Skills,” “Benefits,” “Acceptance,” and “Support.” The final model was fully supported by the derivation sample of music education teachers (n = 54) and produced a Comparative Fit Index (CFI = 1.00). The replication sample of physical education teachers (n = 56) partially supported the generality of the TIAQ, (CFI = .844). Further, the internal consistency properties of the TIAQ (Cronbach’s alpha was .77 for both samples) were satisfactory. We conclude that the psychometric properties of the TIAQ were adequate, and it can be used as a valid assessment in evaluating the status of inclusion for students with disabilities as perceived by music education and physical education teachers. However, future research is needed to support its generality with other groups of teachers and professionals.

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