Teaching Students with Mild Disabilities: What Affects Attitudes of Future Physical Educators?

1995 ◽  
Vol 12 (3) ◽  
pp. 205-216 ◽  
Author(s):  
Terry L. Rizzo ◽  
Don R. Kirkendall
Keyword(s):  
Students With Disabilities ◽  
Perceived Competence ◽  
Academic Preparation ◽  
Stepwise Multiple Regression ◽  
Physical Educators ◽  
Individuals With Disabilities ◽  
Behaviorally Disordered ◽  
Positive Attitudes ◽  
Attitudes Toward Teaching ◽  
Demographic Attributes

This study assessed the association between demographic attributes (gender, age, year in school, experience with students with disabilities, perceived competence in teaching students with disabilities, and academic preparation regarding individuals with disabilities) of undergraduate physical education majors and their attitudes toward teaching students labeled educable mentally retarded (EMR), learning disabled (LD), and behaviorally disordered (BD). Future physical educators (n = 226) were asked to complete the Physical Educators’ Attitudes Toward Teaching the Handicapped questionnaire, and 174 (77%) agreed. Data were collected on the first day of classes of a 16-week semester. Results from forward stepwise multiple-regression procedures showed that perceived competence and academic preparation regarding individuals with disabilities were the best predictors of favorable attitudes in general, and for EMR and LD. Results also showed that for BD, age and year in school were the best predictors of favorable attitudes. Thus, attitudes vary as a function of disabling conditions. The results provide evidence that there is a need to promote positive attitudes toward teaching individuals with disabilities.

Validating the Physical Educators’ Attitude Toward Teaching Individuals with Disabilities III (PEATID III) Survey for Future Professionals

2002 ◽  
Vol 19 (2) ◽  
pp. 141-154 ◽  
Author(s):  
Sherry L. Folsom-Meek ◽  
Terry L. Rizzo
Keyword(s):  
Students With Disabilities ◽  
Principal Components Analysis ◽  
Undergraduate Students ◽  
Principal Components ◽  
Academic Preparation ◽  
Physical Educators ◽  
Validity And Reliability ◽  
Oblique Rotation ◽  
Individuals With Disabilities ◽  
Components Analysis

The purpose of this study was to assess validity and reliability of the Physical Educators’ Attitude Toward Teaching Individuals with Disabilities III (PEATID III; Rizzo, 1993) for future professionals. Participants (N = 3,464) were undergraduate students enrolled in the introductory adapted physical education course at 235 colleges and universities. Construct validity was obtained through principal components analysis with oblique rotation and supported by principal components analysis with varimax rotation. Results showed that PEATID III measures three factors: (a) outcomes of teaching students with disabilities in regular classes, (b) effects on student learning, and (c) need for more academic preparation to teach students with disabilities. Reliability, as estimated through coefficient alpha, was .88 for the total scale and .71 or greater for each of the disability subscales.

Physical Educators’ Attributes and Attitudes Toward Teaching Students with Handicaps

1991 ◽  
Vol 8 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Terry L. Rizzo ◽  
Walter P. Vispoel
Keyword(s):  
Repeated Measures ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Stepwise Multiple Regression ◽  
Physical Educators ◽  
Behaviorally Disordered ◽  
Attitudes Toward Teaching ◽  
Forward Stepwise ◽  
Educable Mentally Retarded ◽  
Post Hoc

This study examined the relationship between selected attributes of physical educators (N=94) and their attitudes toward teaching students labeled educable mentally retarded, behaviorally disordered, and learning disabled. Data were collected through the administration of the Physical Educators’ Attitude Toward Teaching the Handicapped–II (PEATH–II) instrument. A forward stepwise multiple regression analysis showed that, of the eight selected teacher variables assessed, physical educators’ perceived competence in teaching students with handicaps was the best predictor of attitudes. A repeated-measures ANOVA and subsequent post hoc comparison tests indicated that learning disabled students were viewed more favorably than educable mentally retarded and behaviorally disordered students.

Effects of Academic Major, Gender, and Hands-On Experience on Attitudes of Preservice Professionals

1999 ◽  
Vol 16 (4) ◽  
pp. 389-402 ◽  
Author(s):  
Sherry L. Folsom-Meek ◽  
Ruth J. Nearing ◽  
Walt Groteluschen ◽  
Harry Krampf
Keyword(s):  
Physical Education ◽  
Academic Major ◽  
Physical Educators ◽  
Attitude Score ◽  
Individuals With Disabilities ◽  
Positive Attitudes ◽  
Attitudes Toward Teaching ◽  
Hands On ◽  
Physical Education Majors ◽  
Post Hoc

Effects of academic major, gender, and hands-on experience on attitudes toward teaching individuals with disabilities were examined. Students (N = 2,943; 60% male) enrolled in the introductory adapted physical education course at 192 institutions of higher education in 44 states completed the Physical Educators’ Attitude Toward Individuals with Disabilities-Ill Preservice Version (PEATID–III PS) (Rizzo, 1993b) during the last 2 weeks of the academic term. Average attitude score from the PEATID–III PS was the dependent variable. A 3 × 2 × 2 (Major × Gender × Experience) factorial analysis of variance and post hoc analysis revealed that (a) students with majors other than physical education displayed more positive attitudes than physical education majors, (b) women displayed more positive attitudes than men, and (c) students with hands-on experience displayed more positive attitudes than those without experience.

Factors Influencing Preservice Student Attitudes Toward Individuals with Disabilities

1996 ◽  
Vol 13 (2) ◽  
pp. 180-196 ◽  
Author(s):  
Ellen M. Kowalski ◽  
Terry L. Rizzo
Keyword(s):  
Physical Education ◽  
Student Attitudes ◽  
Perceived Competence ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Education Students ◽  
Individuals With Disabilities ◽  
Undergraduate Major ◽  
Physical Education Students ◽  
Attitudes Toward Teaching

This study examined the relationship among selected attributes—gender, level of program (graduate/undergraduate), major, number of infusion-based courses, number of adapted physical education courses, and perceived competence—of physical education students (N = 133) and their attitudes toward teaching/working with individuals with disabilities. Students were enrolled in an infusion-based curriculum at a university in the northeastern United States. Data were collected via a modified version of the Physical Educators’ Attitude Toward Teaching Individuals with Disabilities (PEATID–III) instrument. Results from a stepwise selection, multiple-regression procedure showed that of the six selected student variables assessed, students’ perceived competence in teaching/working with individuals with disabilities was the best predictor of favorable attitudes. Results also showed that the number of infusion-based courses, coursework in adapted physical education, and program major also were significant predictors of favorable attitudes.

Aquatic Instructors’ Attitudes Toward Teaching Students with Disabilities

2000 ◽  
Vol 17 (2) ◽  
pp. 197-207 ◽  
Author(s):  
Phillip Conatser ◽  
Martin Block ◽  
Monica Lepore
Keyword(s):  
Students With Disabilities ◽  
Severe Disabilities ◽  
Study Data ◽  
Stepwise Multiple Regression ◽  
Physical Educators ◽  
Stepwise Multiple Regression Analysis ◽  
Mild Disabilities ◽  
Attitudes Toward Teaching ◽  
Students With Severe Disabilities ◽  
The U.S

The purpose was to examine attitudes of aquatic instructors (female, n = 59; male, n = 23) toward teaching swimming to students with mild to severe disabilities in an inclusive setting. Aquatic instructors from 28 states representing 75 cities across the U.S. participated in this study. Data were collected by mail with a modified version of Rizzo’s (1984) “Attitudes of Physical Educators Toward Teaching Handicapped Pupils” (renamed “Physical Educators’ Attitudes Toward Teaching Individuals with Disabilities - Swim”). A correlated t test showed that aquatic instructors were significantly more favorable toward teaching aquatics to students with mild disabilities than students with severe disabilities. Stepwise multiple regression analysis indicated that conducting an inclusive aquatic program was the best predictor of favorable attitudes toward including students with mild disabilities, while having more certifications in aquatics was the best predictor of favorable attitudes toward including students with severe disabilities in regular aquatic programs.

Latin American Physical Educators’ Intention to Teach Individuals With Disabilities

2016 ◽  
Vol 33 (3) ◽  
pp. 213-232 ◽  
Author(s):  
Luis Columna ◽  
Luz Amelia Hoyos-Cuartas ◽  
John T. Foley ◽  
Jose Rafael Prado-Perez ◽  
Dana Milena Chavarro-Bermeo ◽  
...  
Keyword(s):  
Regression Analysis ◽  
Students With Disabilities ◽  
Latin American ◽  
Predictor Variables ◽  
Physical Educators ◽  
Individuals With Disabilities ◽  
Type Method ◽  
American Physical ◽  
Descriptive Survey ◽  
Latin American Countries

Purpose:To analyze Latin American physical education (PE) teachers’ intentions toward teaching students with disabilities.Participants:474 in-service PE teachers from 5 different Latin American countries.Method:Descriptive survey. Data were collected using a modified version of the Physical Educators’ Intention Toward Teaching Individuals With Disabilities Survey. Multiple-regression analysis showed significant differences in the attitudes of teachers by gender, the number of adapted-PE courses taken, and years of experience working with individuals with disabilities.Results:The predictor variables had a significant impact on the participants’ intentions toward teaching children with disabilities; however, the effects of these predictor variables differed between countries.

Attitudes and Attributes of Physical Educators Associated with Teaching Individuals with Severe and Profound Disabilities

1995 ◽  
Vol 20 (1) ◽  
pp. 80-87 ◽  
Author(s):  
Martin E. Block ◽  
Terry L. Rizzo
Keyword(s):  
Students With Disabilities ◽  
Severe Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Attitudes Toward Teaching ◽  
Profound Disabilities ◽  
Students With Severe Disabilities ◽  
Education Coursework ◽  
Regular Classes

The purpose of this study was to assess the relationship between attitudes and selected attributes (teaching assignment, teaching level, adapted physical education coursework, special education coursework, years teaching students with disabilities, quality of teaching experience, and perceived competence in teaching students with disabilities) of public school (K-12) physical educators toward teaching students with severe and profound disabilities in regular classes. Teacher (N = 150) from suburban school districts in a midwestern state were sent the Physical Educators' Attitude Toward Teaching Individuals with Disabilities-III (PEATID-III) and 91 (61%) responded. Data showed that physical educators were undecided about teaching students with severe disabilities and disagreed with the proposal of teaching students with profound disabilities in their regular classes. There was a significant difference between attitudes toward teaching students with severe and profound disabilities. Although only a moderate amount of the variance was accounted by attributes, results from a forward stepwise multiple regression procedure showed that as the quality of teaching experiences improved and adapted physical education coursework increased, attitudes toward teaching students with severe disabilities were more favorable. Favorable attitudes toward teaching students with profound disabilities were associated with an increase of both coursework in special education and perceived teacher competence.

Aquatic Instructors’ Beliefs Toward Inclusion: The Theory of Planned Behavior

2002 ◽  
Vol 19 (2) ◽  
pp. 172-187 ◽  
Author(s):  
Phillip Conatser ◽  
Martin Block ◽  
Bruce Gansneder
Keyword(s):  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Reasoned Action ◽  
Behavioral Control ◽  
Severe Disabilities ◽  
Stepwise Multiple Regression ◽  
Perceived Behavioral Control ◽  
Individuals With Disabilities ◽  
Inclusive Settings ◽  
Attitudes Toward Teaching

The purpose was to (a) examine aquatic instructors’ beliefs (female, n = 82; male, n = 29) about teaching swimming to individuals with disabilities in inclusive settings and (b) test the theory of planned behavior model (Ajzen, 1985, 1988, 2001). Aquatic instructors from 25 states representing 122 cities across the U.S. participated in this study. The instrument, named Aquatic Instructors’ Beliefs Toward Inclusion (AIBTI), was an extended version of the Physical Educators’ Attitudes Toward Teaching Individuals with Disabilities— Swim (Conatser, Block, & Lepore, 2000). A correlated t test showed aquatic instructors’ beliefs (attitudes toward the behavior, normative beliefs, perceived behavioral control, intention, behavior) were significantly more favorable toward teaching aquatics to individuals with mild disabilities than individuals with severe disabilities. Stepwise multiple regression showed perceived behavioral control and attitude significantly predicted intention, and intention predicted instructors’ inclusive behavior for both disability groups. Further, results indicated the theory of planned behavior predicts aquatic instructors’ behavior better than the theory of reasoned action.

Beliefs of Chinese Physical Educators on Teaching Students With Disabilities in General Physical Education Classes

2015 ◽  
Vol 32 (2) ◽  
pp. 137-155 ◽  
Author(s):  
Lijuan Wang ◽  
Jing Qi ◽  
Lin Wang
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Eastern China ◽  
Physical Educators ◽  
Behavioral Beliefs ◽  
Teacher Assistants ◽  
Attitudes Toward Teaching ◽  
General Physical ◽  
General Physical Education

This study examined the behavioral beliefs of physical education (PE) teachers about teaching students with disabilities in their general PE (GPE) classes and to identify the factors that contribute to their beliefs. A total of 195 PE teachers from a region in eastern China were surveyed. Results of the Physical Educators’ Attitudes Toward Teaching Individuals With Disabilities-III survey indicate that although some teachers felt that including students with disabilities in GPE classes provides benefit for them, they were concerned about the practical difficulties of teaching students with disabilities in GPE classes, the lack of support, and the possible rejection of students with disabilities by their peers. Moreover, the behavioral beliefs of teachers vary according to the disability conditions of the students. Results show that there is no significant effect of demographic factors on the beliefs of PE teachers. Quality of experience predicts positive beliefs. The study has important implication for teacher training, provision of equipment, and support from teacher assistants.

Sign in / Sign up

Export Citation Format

Share Document