Physical Education Majors' Attitudes Toward Teaching students with Disabilities

The purpose was to evaluate the effect of an infusion curriculum model on attitudes of physical education majors toward teaching students with disabilities. 91 undergraduate students (61 men, 30 women) matriculating through the core curriculum of physical education teachers were exposed to the infusion curriculum as part of each course during one academic year. Attitudes were assessed pre- (Fall) and posttest (Spring) on the Physical Educator's Attitude Toward Teaching Individuals with Disabilities III. Analysis indicated a significant positive change in attitudes toward teaching students with disabilities. Findings suggest, when exposed to issues of disability by infusion into course content, these students self-reported they would have increased confidence in teaching and an appreciation when teaching students with disabilities. An independent validation of this change would be valuable.

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Attitudes of Undergraduate Physical Education Majors in Brazil toward Teaching Students with Disabilities

Perceptual and Motor Skills ◽

10.2466/pms.1998.86.2.699 ◽

1998 ◽

Vol 86 (2) ◽

pp. 699-706 ◽

Cited By ~ 8

Author(s):

Maria Zanandrea ◽

Terry Rizzo

Keyword(s):

Physical Education ◽

Students With Disabilities ◽

Teaching Experience ◽

Perceived Competence ◽

Education Majors ◽

Course Work ◽

Attitudes Toward Teaching ◽

Physical Education Majors ◽

Relationship Of

This study assessed the relationship of attitudes of physical education majors in Brazil to specific disabling conditions, i.e., Emotional and Behavioral Disorders, Specific Learning Disabilities, Moderate Mental Retardation, and Orthopedic Impairment. This study also identified which selected teachers' attributes, i.e., age, sex, years of teaching, course work in adapted physical education, course work in special education, years teaching students with disabilities, quality of teaching experience, and perceived competence were related to favorable attitudes. Analysis showed no significant differences toward teaching students with these disabilities. Simultaneous multiple regression procedure also showed perceived competence was the only statistically significant predictor of attitudes toward teaching such students.

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Physical Education Majors’ Judgments about Inclusion and Teaching Students with Disabilities

Journal of Education and Training Studies ◽

10.11114/jets.v1i1.88 ◽

2013 ◽

Vol 1 (1) ◽

Cited By ~ 5

Author(s):

Samuel R. Hodge ◽

Gloria Elliott

Keyword(s):

Physical Education ◽

Students With Disabilities ◽

Education Majors ◽

Physical Education Majors

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Change in Control Orientation of Physical Education Majors after an Adapted Physical Education Practicum

Perceptual and Motor Skills ◽

10.2466/pms.1993.76.3c.1271 ◽

1993 ◽

Vol 76 (3_suppl) ◽

pp. 1274-1274

Author(s):

Robert A. Rider ◽

Charles H. Imwold

Keyword(s):

Physical Education ◽

Students With Disabilities ◽

Adapted Physical Education ◽

Control Group ◽

Education Majors ◽

Control Orientation ◽

Physical Education Majors

This study examined changes in ideas about control of pupils of 32 majors in physical education after exposure to students with disabilities in an adapted physical education practicum. No control group was included. Analysis indicated subjects were significantly more custodial after the practicum.

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Comparison of Learning Styles between Physical Education and Dance Majors

Perceptual and Motor Skills ◽

10.2466/pms.1984.58.2.583 ◽

1984 ◽

Vol 58 (2) ◽

pp. 583-588 ◽

Cited By ~ 1

Author(s):

Dorothy B. Zakrajsek ◽

Rebecca L. Johnson ◽

Diane B. Walker

Keyword(s):

Physical Education ◽

Learning Styles ◽

Learning Style ◽

T Test ◽

Education Majors ◽

Learning Style Inventory ◽

Physical Education Majors

Learning styles of dance and physical education majors were described and compared. Subjects were 167 declared majors in 1982 from 9 universities (87 PE, 80 dance; 44 males, 115 females). Kolb's Learning Style Inventory which measures abstractness or concreteness and activity or reflectivity was given. By t test (.05) no significant differences in preferred learning style were found between majors or genders.

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