Physical Educators’ Attributes and Attitudes Toward Teaching Students with Handicaps

Terry L. Rizzo · Walter Peter Vispoel

143 citations0/0 files storedAdapted Physical Activity Quarterly

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Inclusion and Disability in Education and Sport Physical Education and Pedagogy Collaborative Teaching and Inclusion

Abstract

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.

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2002Comparison of Practicum Types in Changing Preservice Teachers’ Attitudes and Perceived Competence 2005Physical education students’ attitudes and self‐efficacy towards the participation of children with special needs in regular classes 1995Contact Theory and Attitudes of Children in Physical Education Programs Toward Peers with Disabilities 2003Attitudes Toward the Participation of Individuals With Disabilities in Physical Activity: A Review 2016Forty years later, a systematic literature review on inclusion in physical education (1975–2015): A teacher perspective 2013Creation and Validation of the Self-Efficacy Instrument for Physical Education Teacher Education Majors Toward Inclusion 1996Factors Influencing Preservice Student Attitudes Toward Individuals with Disabilities 2006Irish physical educators’ attitude toward teaching students with special educational needs

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