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.

Changing Attitudes about Teaching Students with Handicaps

1992 ◽  
Vol 9 (1) ◽  
pp. 54-63 ◽  
Author(s):  
Terry L. Rizzo ◽  
Walter P. Vispoel
Keyword(s):  
Physical Education ◽  
Learning Disabled ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Vicarious Experience ◽  
Attitudes Toward Teaching ◽  
Within Subjects ◽  
Educable Mentally Retarded ◽  
Changing Attitudes ◽  
Education Courses

This study was conducted to determine the influence of two physical education courses on undergraduate physical educators’ attitudes toward teaching students labeled educable mentally retarded, behavioral disordered, and learning disabled. The two courses, Adapted Physical Education and Physical Education for Children, included 77 and 97 students, respectively. Four strategies for attitudinal change (information, contact, persuasion, and vicarious experience) were emphasized in the former course. Participants in both courses completed the Physical Educators’ Attitude Toward Teaching the Handicapped Questionnaire (PEATH–II) during the first and last days of a 16-week semester. The data were analyzed using a split-plot hierarchical ANOVA design with two between-subjects factors, course type and teacher (nested under course type), and two within-subjects factors, time (pretest and posttest) and handicapping label. Results indicated that attitudes toward teaching students with handicaps improved significantly in the adapted physical education course but not in the other course.

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.

Comparison of McCarthy General Cognitive Index and Wisc-R IQ for Educable Mentally Retarded, Learning Disabled, and Normal Children

1980 ◽  
Vol 47 (2) ◽  
pp. 591-596 ◽  
Author(s):  
Jack A. Naglieri
Keyword(s):  
Mentally Retarded ◽  
Learning Disabled ◽  
Full Scale ◽  
Normal Children ◽  
Three Samples ◽  
The Mean ◽  
Educable Mentally Retarded ◽  
The Relationship ◽  
Selection Of

The relationship between the McCarthy General Cognitive Index and the WISC-R Full Scale IQ was examined for 20 educable mentally retarded, 20 learning disabled, and 20 normal children aged 6 to 8½ yr. Selection of children was conducted so that the three groups would be comparable with res pea to age, sex, and race. The mean McCarthy Indexes for the retarded and learning disabled samples were significantly lower than the mean WISC-R Full Scale IQs. When the Index and Full Scale IQ were converted to a common metric and compared, the mean index for the retarded and learning disabled samples remained lower than the Full Scale IQs, although the differences were nonsignificant. The measures correlated significantly for all three samples and ranged from .51 to .82.

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.

Attitudes of Physical Educators Toward Teaching Handicapped Pupils

1984 ◽  
Vol 1 (4) ◽  
pp. 267-274 ◽  
Author(s):  
Terry L. Rizzo
Keyword(s):  
Factorial Design ◽  
Teacher Attitudes ◽  
Grade Level ◽  
Survey Instrument ◽  
Physical Educators ◽  
Post Hoc Analysis ◽  
Regular Class ◽  
Attitudes Toward Teaching ◽  
Post Hoc

This study assessed the attitudes of physical educators (n = 194) toward teaching handicapped pupils in the regular class. The survey instrument used was the Physical Educators Attitude Toward Teaching the Handicapped (PEATH), which assesses teacher attitudes according to the type of handicapping condition (learning and physical) and grade level (K-3, 4-6, 7-8). A 2 × 3 randomized block factorial design and the Tukey (HSD) post hoc analysis were applied to the data. Results indicated that physical educators held more favorable attitudes toward teaching pupils with learning handicaps than those with physical handicaps. Furthermore, as grade level advanced from primary (K-3) to intermediate (4-6) and upper (7-8) grades, teacher attitudes became progressively less favorable.

What's Happening in Self-Contained Special Education Classrooms?

1988 ◽  
Vol 55 (3) ◽  
pp. 259-265 ◽  
Author(s):  
Bob Algozzine ◽  
Catherine V. Morsink ◽  
Kate M. Algozzine
Keyword(s):  
Special Education ◽  
Instructional Methods ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Communication Patterns ◽  
Personnel Training ◽  
Teacher Communication ◽  
Emotionally Handicapped ◽  
Educable Mentally Retarded ◽  
Special Classes

The purpose of this research was to illustrate and compare the nature of instruction provided in 40 self-contained special classes for students with different categorical classifications. Few differences were indicated in the extent to which teacher communication patterns, learner involvement, and instructional methods were different in classes containing students classified as learning disabled, emotionally handicapped, or educable mentally retarded. The outcomes of this research raise questions about the appropriateness of categorical grouping of students for instruction and relate to issues of personnel training in categorical programs.

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