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Sideridis, Georgios D., and Judy P. Chandler. "Comparison of Attitudes of Teachers of Physical and Musical Education toward Inclusion of Children with Disabilities." Psychological Reports 78, no. 3 (June 1996): 768–70. http://dx.doi.org/10.2466/pr0.1996.78.3.768.
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56 elementary teachers of physical education and 54 teachers of elementary music education responded to the Teacher Integration Attitudes Questionnaire which assesses teachers' attitudes regarding inclusion of children with disabilities into regular education settings. Analysis indicated that children with emotional and behavioral disorders were perceived less favorably by teachers of music education and children with orthopedic handicaps were perceived less favorably by teachers of physical education. The type and severity of disability appeared to influence teachers' attitudes towards including children with disabilities in regular education classrooms.
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Majoko, Tawanda. "Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools." SAGE Open 9, no. 1 (January 2019): 215824401882038. http://dx.doi.org/10.1177/2158244018820387.
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Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers to explore pedagogical practices for including children with disabilities in PE in regular classrooms. A comparative approach of organizing individual interviews, document analysis and observation data with continual adjustment was used throughout the analysis. Although participants had individual and institutional concerns, including inadequate preparation and resources, about the inclusion of children with disabilities in PE in regular classrooms, they had positive dispositions toward it. Knowing individual children, having positive social relationships with children, fostering positive social relationships among children, supporting collaborative structures and cultures, and utilizing adapted instruction facilitated the inclusion of children with disabilities in PE in regular classrooms. Individual and institutional capacity building, including comprehensive preservice and in-service teacher training and the passage and enforcement of specific policies and legislation on inclusion, could enhance the inclusion of children with disabilities in PE in regular classrooms. This study serves as a baseline for future studies on the subject.
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Kudláček, Martin, Ondřej Ješina, and Pat Flannagan. "European Inclusive Physical Education Training." Advances in Rehabilitation 3, no. 1 (January 1, 2010): 14–17. http://dx.doi.org/10.2478/v10029-010-0003-6.
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European Inclusive Physical Education Training The purpose of this presentation is to introduce the outcomes of the project European Inclusive Physical Education Training (EIPET; LLP/LdV/TOI/2007/IRL-502). The project aims to tackle difficulties that arise associated with the inclusion of children with disabilities into general education; and associated current deficiencies in initial and continued physical education teacher training to deal with same. The purpose of this article is to describe job specific functions, which general PE teachers can face in inclusive physical education, and related professional competencies, which teachers should acquire in their pre-service or in-service training. The functional map was developed based on the model of service delivery titled PAPTECA to reflect systematic step in teaching children with disabilities in inclusive PE. We will discuss the implication of functional map and competence framework for teacher preparation programs in light of presented barriers and facilitators of inclusive physical education. We will provide practical examples of modules and courses build on the EIPET theoretical framework. We will discuss the possibilities and limitations related to the theoretical principles, practical training and practicum experiences working with persons with disabilities as part of EIPET module (introductory APA courses).
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Sigafoos, Jeff, and John Elkins. "Concerns of Teachers About the Integration of Children with Physical versus Multiple Disabilities." Australasian Journal of Special Education 18, no. 2 (1994): 50–56. http://dx.doi.org/10.1017/s1030011200023216.
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The present study compared the attitudes and concerns of regular school teachers towards the integration of children with physical versus multiple disabilities. Teachers were generally positive towards integration for students with physical disabilities and only slightly less favourable towards the integration of students with multiple disabilities. Concerns about integration often depended on the child’s individual needs and degree of disability. Teachers were also concerned that integration might disrupt the classroom and indicated the need for more time and support. Educating children with special needs in the regular classroom was often said to be stressful. While the potential social benefits of integration were recognised, many teachers had observed a lack of positive peer interaction. Specific strategies to facilitate the integration of children with special needs emerged from these data and these are discussed.
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Mero Piedra, Angélica Liseth. "Playful Practices With Children With Intellectual Disabilities." West East Journal of Social Sciences 9, no. 1 (August 23, 2020): 9–22. http://dx.doi.org/10.36739/wejss.2020.v9.i1.38.
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This article aims to promote and support the physical education teacher's community in the use of playful practices with pupils with mild intellectual disabilities (MID), as a didactic medium, and a substantial educational resource of quality physical education. Firstly, it will be reviewed definitions and emergent themes on the subject shaping the theoretical framework on which this study has been built. Later, it will be presented didactic advice and guidelines for the application of playful practices, extracted from the most effective observable practices in the author's teaching experiences in specialized education institutions with pupils with MID and supported by the scientific literature. This article reinforces the notion that playful practices provide variety to meaningful learning, have great potential as a facilitator in pedagogical processes, and provide an appropriate educational response to pupils with intellectual disabilities. It also shows that teachers should reflect positive and reflective disposition to modifications and adaptations of the different elements involved in the playful practices according to educational objectives and the personal needs and interests of the children with MID. Considerations such as the instructions have to be modified to meet students’ needs, play according to children's biological age and systematic registration and monitoring in the teaching-learning process are essential. It is recommended that teachers share their experiences in pedagogical practice to learn from our differences and strengthen our coincidences, to contribute to the still insufficient bibliography in the pedagogical practices in special education.
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Protic-Gava, Branka, Ksenija Boskovic, Miroslav Smajic, Dusica Simic-Panic, and Nada Naumovic. "Work with children with disabilities - the teachers’ attitudes towards inclusion." Medical review 71, no. 7-8 (2018): 227–34. http://dx.doi.org/10.2298/mpns1808227p.
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Introduction. The aim of this paper was to determine the attitudes of physical education teachers and primary school teachers towards inclusive physical education in Serbia. Material and Methods. The research included 132 examinees of both genders: 59.09% females and 40.91% males. Data were collected using an anonymous questionnaire with a 4-point Likert scale. The questionnaire dealt with teachers? previous experience, their qualifications for implementation of inclusive physical education, support and additional training for realization of inclusive physical education. Data were processed using Statistical Package for the Social Sciences 20. Normality distribution was tested by Kolmogorov-Smirnov and Shapiro-Wilk test, whilst the differences between groups (sexual dimorphism, environment, professional orientation) were examined using Mann-Whitney and Kruskal-Wallis tests at the significance level of p ? 0.05. Results. The findings showed that the average scores were inclined towards positive attitudes to inclusive physical education. The findings also showed that there was no statistically significant gender-related difference of attitudes between physical education teachers and primary school teachers. However, there was a statistically significant difference related to geographical background in terms of qualification levels (p = 0.02) for work with children with disorders and disabilities, as well in terms of additional training (p = 0.02) and professional orientation, since physical education teachers have less experience working with students with developmental disorders. Conclusion. Both physical education teachers and primary school teachers have positive attitudes towards inclusion. Physical education teachers have less experience working with challenged students than primary school teachers, therefore additional training programs may be required.
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Daughrity, Belinda, Melissa Bittner, Alaine Ocampo, Barry Lavay, Shauna Chevalier, Susana Jimenez, and Andrew Le. "Interprofessional Collaboration: Training Preservice Adapted Physical Education Teachers to Facilitate Peer Engagement Among Children With Disabilities." Perspectives of the ASHA Special Interest Groups 5, no. 5 (October 23, 2020): 1313–23. http://dx.doi.org/10.1044/2020_persp-19-00180.
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Purpose Speech-language pathologists (SLPs) and adapted physical education (APE) teachers working in schools have a distinct opportunity to collaborate and serve students with communication and movement needs. Method Twenty-three preservice APE teachers were given a brief presentation led by SLPs and then rated using a fidelity checklist during the duration of a summer physical activity camp for children with disabilities. A cumulative link mixed model was used to determine APE preservice teachers' ability to facilitate peer engagement and social interaction among children with disabilities within tasks related to their discipline following speech-language pathology training and live coaching. Results Following intervention, preservice APE teachers demonstrated significant gains in increasing peer engagement between campers with disabilities. In addition, observers rated the preservice APE teachers as more skilled in demonstrating comprehension of and implementing the engagement techniques. Discussion Results indicate even a brief in-service from SLPs to APE preservice teachers can help them better recognize and support opportunities for peer engagement for children with disabilities while targeting tasks related to their discipline. Future research is warranted with a larger sample size to elucidate collaboration opportunities that promote optimal outcomes for children with needs across disciplines.
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Alhumaid, Majed M., Selina Khoo, and Tânia Bastos. "Self-Efficacy of Pre-Service Physical Education Teachers Toward Inclusion in Saudi Arabia." Sustainability 12, no. 9 (May 10, 2020): 3898. http://dx.doi.org/10.3390/su12093898.
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This study aims to determine the differences in levels of self-efficacy toward inclusion in general physical education (PE) classes among Saudi pre-service PE teachers. It also aims to evaluate the effect of independent variables with the covariate of attitude scores on participants’ self-efficacy toward including students with intellectual disabilities (ID), physical disabilities (PD), and visual impairments (VI). In total, 260 pre-service PE teachers enrolled in a university in Saudi Arabia completed the Arabic version of the self-efficacy scale for a physical education teacher education major toward children with disabilities. Repeated-measures multivariate analysis of covariance (MANCOVA) revealed that self-efficacy was highest towards including students with intellectual disability in general PE class and lowest towards students with physical disabilities. Having previous experience of observing a PE teacher teaching a student with a disability significantly influenced participants’ self-efficacy. Participants’ attitudes toward inclusion were only significant with participants’ self-efficacy toward students with physical disabilities. The findings suggest that observing a role model significantly predicts self-efficacy toward the inclusion of students with a disability.
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Salixova, Gulnoza. "The Role Of Parents In Involving Children With Disabilities In General Secondary Educational Institutions." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 498–503. http://dx.doi.org/10.37547/tajssei/volume03issue03-78.
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The article discusses the issues of focusing on the harmonization of their social, emotional, cognitive and physical needs in the upbringing and education of young children. The author comments on the fact that teachers of preschool educational organizations play a key role in the implementation of preschool educational goals, therefore it is important to create and maintain a wide range of opportunities to develop their skills and provide their services.
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Khomsiyatun, Umi. "KONSTRUKSI POLA PEMBELAJARAN BAGI GURU PADA ANAK-ANAK DIFABEL DAN DISABILITAS BERBASIS PENDIDIKAN PARENTIING." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 6, no. 2 (December 12, 2018): 217. http://dx.doi.org/10.21043/thufula.v6i2.4043.
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<p><strong>Abstract: <em>CONSTRUCTION OF LEARNING PATTERNS FOR TEACHERS IN DIFABLES AND PARENTIING EDUCATION-BASED CHILDREN. </em></strong><em>Children basically have the same rights. The right to grow, develop, get proper education, and other rights No exception with imperfect children. Both seen from the physical and mental. In this study discussed about learning patterns for teachers for children with disabilities and disabilities. The method in this study is to use analysis descriptions. This type of research is library research with a qualitative approach. Data collection techniques in this study are library research and documentation. Data analysis techniques in this study used descriptive analysis of the construction of parenting education in children with disabilities and disabilities. So that they get a description of how the construction of parenting education for children with disabilities and sisability. From the results of this study it can be seen that the construction or pattern of parenting education for educators for children with disabilities and disabilities is four. First, large group meetings, parent conferences, parent support groups, and home visits.<strong></strong></em></p><p> </p><p><strong>ABSTRAK: </strong><em>Anak pada hakikatnya mempunyai hak yang sama. Hak untuk tumbuh, berkembang, mendapat pendidikan yang layak, dan hak-hak lainnya tidak terkecuali dengan anak-anak tidak sempurna. Baik yang dilihat dari fisik maupun mental. Dalam penelitian ini membahas mengenai konstruksi pola pembelajaran bagi guru untuk anak-anak difabel dan disabilitas. Metode yang digunakan dalam penelitian ini adalah menggunakan deskripsi analisis. Jenis penelitian ini adalah penelitian kepustakaan (Library research) dengan pendekatan kualitatif. Teknik pengumpulan data pada penelitian ini adalah studi pustaka (library research) dan dokumentasi. Teknik analisis data pada penelitian ini menggunakan analisis deskriptif tentang konstruksi pendidikan parenting pada anak difabel dan disabilita. Sehingga mendapatkan suatu pendeskripsian mengenai bagaimana konstruksi pendidikan parenting untuk anak difabel dan sisabilitas. Dari hasil kajian ini dapat diketahui kontruksi atau pola pendidikan parenting bagi pendidik untuk anak yang difabel dan disabilitas yaitu ada empat. Pertama, large groups meetings, parent conferences, parent supprots groups, dan home visit.</em><strong></strong></p>
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Alhumaid, Majed M., Selina Khoo, and Tânia Bastos. "The Effect of an Adapted Physical Activity Intervention Program on Pre-Service Physical Education Teachers’ Self-Efficacy towards Inclusion in Saudi Arabia." Sustainability 13, no. 6 (March 20, 2021): 3459. http://dx.doi.org/10.3390/su13063459.
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Self-efficacy of pre-service physical education (PE) teachers is an effective predictor of successful inclusion of students with disabilities. However, physical disability is one of the most challenging disabilities to include in PE settings. This study aimed to examine the effectiveness of a 6-week intervention program on the self-efficacy of Saudi pre-service PE teachers towards including students with physical disabilities in general PE classes. Two groups of pre-service PE teachers (35 each in the experimental and control groups; mean age: 22.69 ± 1.17 years) enrolled in two universities in Saudi Arabia were recruited into this study. Self-efficacy was measured before and after the intervention program using the Arabic version of the Self-Efficacy Scale for Physical Education Teacher Education Majors toward Children with Disabilities (SE-PETE-D). One-way analysis of covariance (ANCOVA) revealed that a significant improvement in self-efficacy was demonstrated for the experimental group after participation in the intervention program compared to the control group (p < 0.001, ηp2 = 0.53, large). The results support the systematic implementation of this type of intervention program as an integral part of physical education teacher education programs.
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Qi, Jing, Jin-He Cai, and Xun Meng. "Impact of the Paralympic Games on the Beliefs of Children with Physical Disabilities Engaging in Sports and Physical Activities: A Chinese Perspective." International Journal of Environmental Research and Public Health 18, no. 14 (July 8, 2021): 7296. http://dx.doi.org/10.3390/ijerph18147296.
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The purpose of this qualitative study was to explore the beliefs of Chinese children with physical disabilities engaging in sports and physical activity (PA), and the impact of the Paralympic Games on these beliefs. Five Chinese children with physical disabilities (female = 2, male = 3) were recruited for participating in the workshops of the Paralympic Games and PA, and received individual semi-structured interviews before and after the workshop implementations. Interview transcripts were analysed and presented as descriptive summaries. Three themes emerged based on the analysis of the participants’ interview data: (1) shocked, knowledgeable, and useful; (2) willingness to try, and (3) hope to obtain support. Results indicated that children with physical disabilities in this study acknowledged the positive outcomes of participating in the workshops of the Paralympic Games on the sports and PA engagement attitude change. However, children with disabilities also expressed that they need more related knowledge and information. The results of the study revealed that impairment and contextual factors (i.e., lack of support from family and physical education teachers, unsafe environments, and negative attitudes of peers without disabilities) were barriers to sports and PA engagement among children with physical disabilities in this study.
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Pang, Yanhui. "Services for young children with disabilities in China’s rural area: a case study." Journal for Multicultural Education 35, no. 2 (December 11, 2019): 33–44. http://dx.doi.org/10.1108/jme-05-2019-0042.
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Purpose Recently with increased legislative support and evidence-based studies on the importance of education for children with disabilities in China, special education programs and intervention and rehabilitation services have received more and more attention. There are limited studies on special education programs for children with disabilities located in China’s rural areas. This paper aims to select one special education program in China’s northeast rural area with a special focus on its curriculum design, accommodative services and teacher qualifications. Recommendations were provided on how to modify the curriculum to meet each child’s special needs, increase social interaction among children, increase teacher qualifications and improve teacher family collaboration. Design/methodology/approach The participating program serves orphans and children with disabilities between 6 and 18 years old and provides them 9-year free education, along with free textbooks, uniforms, food and boarding. Currently, there are approximately 100 students and 40 teachers, one director and one nurse. The teacher/staff and student ratio is 1:3. Data were collected through classroom observation and interviews. Afterward, the interview data were transcribed. Data were analyzed following Braun and Clarke’s (2006) six-step approach. The researcher reviewed the collected data, then coded the data and reviewed, refined and revised the codes, and finally themes and sub-themes were identified with quotations that support each theme/sub-theme. Findings The identified themes are accommodations, education plan and curriculum and teacher qualifications. Accommodations include, but are not limited to, visual and hearing aids. National unity textbooks were adopted, along with national syllabus objectives, as a guideline for instruction and evaluation of child progress. Teachers also adjust curriculum-based students’ individual needs. All teachers hold an associate degree in special education, and those who teach specials hold a higher degree in the specialty area. Given that there is no speech language pathologist, physical therapist, or occupational therapist, teachers with rich working experiences in the related field serve as special professionals. Research limitations/implications The current research reports the program design, accommodations for children with disabilities, curriculum and syllabus, parent/guardian role and teacher qualifications in the selected school. Given that the current study focuses on only one school located in the rural area of China’s northeast, it may represent special education programs in rural China, but it is hard to be generalized to provide a big picture of China’s special education programs in more developed, metropolitan areas. Practical implications The selected school offers accommodative services to students with disabilities; adjusts its curriculum to make it developmentally appropriate; and offers educational, medical and rehabilitation services to promote student development to the maximum. The selected school should improve teacher quality, increase social interaction between children with and without disabilities, modify the curriculum to cater to individuals with different severities of disabilities and increase family professional collaboration. Originality/value There is limited study on special education programs for young children with disabilities in China’s rural area. The current study fills this gap and studies a special education school that offers services to children as young as six years old located in a small town in the northeast of China. The special focus of the study includes program curriculum, accommodations, rehabilitation and intervention services and teacher qualifications in this program.
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Block, Martin E., and Iva Obrusnikova. "Inclusion in Physical Education: A Review of the Literature from 1995-2005." Adapted Physical Activity Quarterly 24, no. 2 (April 2007): 103–24. http://dx.doi.org/10.1123/apaq.24.2.103.
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The purpose of the review is to critically analyze English-written research articles pertaining to inclusion of students with disabilities in physical education published in professional journals both within and outside of the United States from 1995-2005. Each study included in this review had to meet seven a priori criteria. Findings of the 38 selected studies were divided into six focus areas: (a) support, (b) affects on peers without disabilities, (c) attitudes and intentions of children without disabilities, (d) social interactions, (e) ALT-PE of students with disabilities, and (f) training and attitudes of GPE teachers. Recommendations for future practice and research are embedded throughout the article.
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Columna, Luis, Luz Amelia Hoyos-Cuartas, John T. Foley, Jose Rafael Prado-Perez, Dana Milena Chavarro-Bermeo, Ana Lorena Mora, Maria Antonieta Ozols-Rosales, Luis Álvarez-del Cid, and Ivana Rivero. "Latin American Physical Educators’ Intention to Teach Individuals With Disabilities." Adapted Physical Activity Quarterly 33, no. 3 (July 2016): 213–32. http://dx.doi.org/10.1123/apaq.2014-0167.
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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.
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Sigafoos, Jeff, and John Elkins. "Concerns of teachers about the integration of children with physical versus multiple disabilities." Australasian Journal of Special Education 18, no. 2 (1994): 50–56. http://dx.doi.org/10.1080/1030011940180208.
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Haegele, Justin A., Samuel Hodge, Paulo José Barbosa Gutierres Filho, and Alexandre Luiz Gonçalves de Rezende. "Brazilian physical education teachers’ attitudes toward inclusion before and after participation in a professional development workshop." European Physical Education Review 24, no. 1 (August 19, 2016): 21–38. http://dx.doi.org/10.1177/1356336x16662898.
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The purpose of this study was to analyze the attitudes of physical education teachers about inclusion and teaching students with disabilities in Brazil before and after they participated in a professional development workshop focused on inclusive ideology and strategies. The participants were Brazilian physical education teachers (pretest sample, n = 90, and posttest sample, n = 90, respectively) sampled randomly from a two-day workshop held in Brasília, Brazil. The research method was pretest–posttest group design. The primary data source was the Physical Educators’ Judgments about Inclusion survey, a three-dimensional attitude survey scale with an accompanying demographic questionnaire. Data were analyzed with descriptive and inferential statistics. Results indicate the Brazilian physical education teachers: (a) were undecided about inclusion; (b) were accepting of students with disabilities in their classes; and (c) perceived a need for additional professional development training to effectively teach children with disabilities.
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Lienert, Christoph, Claudine Sherrill, and Bettye Myers. "Physical Educators’ Concerns about Integrating Children with Disabilities: A Cross-Cultural Comparison." Adapted Physical Activity Quarterly 18, no. 1 (January 2001): 1–17. http://dx.doi.org/10.1123/apaq.18.1.1.
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The purpose was to conduct a qualitative cross-cultural comparison of the concerns of physical educators in two countries about integration of children with and without disabilities. In-depth interviews were held with 30 regular elementary physical education teachers in Berlin (7 males, 9 females) and in the Dallas-Ft. Worth (DFW) area (2 males, 12 females), and observations were made of school settings. The Concerns-Based Adoption Model (CBAM) of Hall, Wallace, and Dossett (1973) guided the study. Data were analyzed by grounded theory procedures. Many concerns about integration were generalizable across cultures. In both countries, teachers reported concerns at only four of the seven stages of CBAM: personal, management, consequence, and collaboration. Most concerns focused on management. The major cultural difference was that DFW teachers reported more personal concerns (uncertainty about everyday demands and competence to meet these demands) than Berlin teachers. A dynamic systems model was proposed to guide future research.
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Block, Martin E., and Timothy D. Davis. "An Activity-Based Approach to Physical Education for Preschool Children with Disabilities." Adapted Physical Activity Quarterly 13, no. 3 (July 1996): 230–46. http://dx.doi.org/10.1123/apaq.13.3.230.
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Traditional motor development programs for preschool children with disabilities usually utilize a behavior-analytic approach in which children are given specific training and instruction on identified IEP objectives. While this approach has its merits in terms of time-on-task and focus on critical IEP objectives, it is not consistent with current developmentally appropriate philosophies in early childhood education. One of the newer techniques suggested by early childhood educators as a “best practice” in educating young children is an activity-based or play-based approach. Children still have individually determined goals and objectives, but these goals and objectives are “embedded” in a variety of child-directed play activities. The teacher acts as a facilitator, encouraging the child to practice individual goals while exploring the environment. The purpose of this article is to introduce the concept of activity-based intervention and provide examples of how it can be implemented within a motor development/physical education context for preschool children with disabilities.
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Terzieva, Galena. "PROFESSIONAL COMPETENCE DEVELOPMENT FOR ADAPTED PHYSICAL EDUCATION." Педагогически форум 7, no. 1 (2019): 40–50. http://dx.doi.org/10.15547/pf.2019.005.
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The children with special educational needs are educated in a friendly environment in kindergarden and in primary school icluding during gym classes. The aim of this study is to analyze the level of development of prfessional competency of future kindergarten and primary school teachers for adapted education during gym classes. To analyze the methods of didactical testing, resolving of casus and pedagogical observation were applied. After completing specialized training the students from “Pre-school and primary school pedagogy” major developd sufficient level of competency for inclusion of children with physical disabilities in the educational process during gym classes.
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Maher, Anthony J., and David Morley. "The Self stepping into the shoes of the Other: Understanding and developing self-perceptions of empathy among prospective physical education teachers through a special school placement." European Physical Education Review 26, no. 4 (December 23, 2019): 848–64. http://dx.doi.org/10.1177/1356336x19890365.
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Teachers who demonstrate a high degree of empathy are said to have more positive attitudes towards pupils with disabilities. Therefore, this article sought to explore the influence of a special school placement on prospective teachers’ self-perceptions of empathy. Thirty-two final year undergraduate students participated in focus group interviews and were selected because they aspired to be a physical education teacher and had attended a placement in a special school. Interview transcripts were analysed and the following themes constructed: Stepping into the shoes of the Other; Frustrated ‘for’ not ‘with’ pupils with disabilities; Empathy for planning inclusive lessons and ‘reading’ pupil body language; and Knowing when not to show empathy. All prospective teachers felt that: (a) they could empathise with pupils with disabilities; (b) situated learning experiences within the placement enabled them to reflect on the ways in which their empathy influences their teaching now and could continue to do so in the future; and (c) it was important that teachers demonstrated empathy. Thus, it is recommended that all prospective teachers gain some experience teaching in special schools. Our research also warns against teachers claiming the last, conclusive word about who children with disabilities are, what they think, how they feel and what they want, in myriad contexts and situations.
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Hornby, Garry, and Nelson Mwape. "Competencies for Teaching Children with Physical Disabilities: a survey of English and Zambian teachers." Compare: A Journal of Comparative and International Education 21, no. 1 (January 1991): 85–91. http://dx.doi.org/10.1080/0305792910210107.
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Shapovalova. "Interest of future teachers to the problem of physical education of children with disabilities." Uchenye zapiski universiteta imeni P.F. Lesgafta, no. 87 (May 2012): 169–72. http://dx.doi.org/10.5930/issn.1994-4683.2012.05.87.p169-172.
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Terzieva, Galena. "Attitudes of Preschool and Primary School Teachers for Inclusion of Children with Special Educational Needs in Motor Education." Педагогически форум 8, no. 1 (2020): 55–65. http://dx.doi.org/10.15547/pf.2020.007.
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The purpose of this article is to explore the attitudes of preschool and primary school teachers in the inclusive education of children with special educational needs in physical education. The study involved 120 preschool teachers and 100 primary teachers. They completed a modified and adapted version of the Kudláček “Attitudes toward Teaching Individuals with Physical Disabilities in Physical Education – ATIPDPE”questionnaire. The results show that respondents' attitudes towards the inclusion of children with special educational needs in motor education are rather positive. Teachers who have experience in inclusive physical education feel more prepared and more confident in their competence to exercise it, with more inclusive attitudes. On the other hand, older participants and those with more pedagogical experience have less pronounced and less positive inclusive attitudes.
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Salisbury, Christine U., Ian M. Evans, and Mary M. Palombaro. "Collaborative Problem-Solving to Promote the Inclusion of Young Children with Significant Disabilities in Primary Grades." Exceptional Children 63, no. 2 (January 1997): 195–209. http://dx.doi.org/10.1177/001440299706300204.
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The installation of a collaboratively-based problem-solving process was undertaken over a 2-year period in an elementary school in which students with mild to profound disabilities were physically integrated. Teachers and students participated in collaborative problem-solving (CPS) process training sessions and then used CPS to identify and solve issues related to the physical, social, and instructional inclusion of students in the classroom. Data were collected to evaluate the process over a 24-month period in 12 different classrooms. Findings revealed that the CPS process was implemented as designed; teachers judged CPS to be easily incorporated into existing practices; and CPS promoted outcomes valued by administrators, teachers, and parents.
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Smith, Quentin W., Carl E. Fasser, Stacy Wallace, Laurel K. Richards, and Carol G. Potter. "Children with Disabilities in Rural Areas: The Critical Role of the Special Education Teacher in Promoting Independence." Rural Special Education Quarterly 11, no. 1 (March 1992): 24–30. http://dx.doi.org/10.1177/875687059201100106.
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Although data on the subject are incomplete, available national data suggest that somewhat more than one million children with disabilities live in rural areas. These children face the special challenges of preparing for community life in environments where service systems are inadequate if not totally absent, funding for educational and other programs is typically meager, and persons with knowledge of disability-related services and issues—including the independent living philosophy and its application in the community—may be unavailable. It is important, therefore, that special education teachers become familiar with the independent living philosophy and its application for people with both physical and cognitive disabilities.
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Balgimbekov, Sh, K. Kushnazarova, and Sh Bolatkyzy. "Psychological and pedagogical features of the physical education of children with disabilities." Pedagogy and Psychology 44, no. 3 (September 30, 2020): 85–93. http://dx.doi.org/10.51889/2020-3.2077-6861.11.
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The article outlines the psychological and pedagogical features of the physical education of children with disabilities. It is noted that over the past 5 years in Kazakhstan the number of disabled people has increased by 7.5% and currently amounts to 674200. 86956 are people under the age of 18 years, of which 90% are children under the age of 16. The authors describe the features of the motor-mental development of children with visual, hearing, speech, musculoskeletal and nervous system disorders. Information is presented on the methods of adaptive physical education of children with various developmental and health disorders. The requirements to the professional competence of the teacher-trainer of educational organizations in the field of adaptive physical education for working with children with special educational needs are proposed.
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Mittler, Peter. "Working Together: Collaboration Among Professionals." Australasian Journal of Special Education 10, no. 1 (May 1986): 21–27. http://dx.doi.org/10.1017/s1030011200021497.
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ABSTRACTChildren with disabilities, and those with physical and intellectual disabilities in particular, need co-ordinated multidisciplinary approach as no single profession can hope to achieve very much single-handed. In order to provide appropriate services we should work with and through others who interact with these children. While one of the hallmarks of the good professional is collaboration, collaborative practices are all too infrequent. Some related problems currently affecting the development of services for children with special needs in the U.K. are outlined. Examples of actual and possible productive practice between and among teachers and other professionals are provided, with the desirability of active and systematic joint planning and problem solving, emanating from a base of shared training, stressed.
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Campbell, Lynda R. "Meeting the Speech and Language Needs of Minority Children in Rural Settings." Rural Special Education Quarterly 11, no. 2 (June 1992): 26–30. http://dx.doi.org/10.1177/875687059201100206.
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Although data on the subject are incomplete, available national data suggest that somewhat more than one million children with disabilities live in rural areas. These children face the special challenges of preparing for community life in environments where service systems are inadequate if not totally absent, funding for educational and other programs is typically meager, and persons with knowledge of disability-related services and issues—including the independent living philosophy and its application in the community—may be unavailable. It is important, therefore, that special education teachers become familiar with the independent living philosophy and its application for people with both physical and cognitive disabilities.
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Sulthon, Sulthon. "Pendidikan Dasar Inklusif di Kabupaten Pati: Harapan dan Kenyataan." INKLUSI 6, no. 1 (August 6, 2019): 151. http://dx.doi.org/10.14421/ijds.060107.
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This study examines the implementation of inclusive elementary education in Pati district. Data collection was carried out through interviews and observations of eight students with disabilities who attended inclusive elementary schools in Pati Regency, 6 teachers, and 3 school principals. Data analysis was performed using data reduction techniques, data presentation, and conclusion drawing. The results of the study indicate that the implementation of inclusive basic education in Pati Regency is not under idealized conditions because in its implementation the school still limits students with disabilities who are accepted. Schools only accept those who have non-physical disabilities (intellectual disability, slow learning, and sensory disabilities). School considerations are: 1) easy in learning services; 2) worry if parents of non-disabled students refuse and move their children to another school; 3) there are obstacles in learning services because they do not have special support teachers and the lack of inclusive learning facilities and infrastructure.[Makalah ini meneliti pelaksanaan pendidikan dasar inklusif di kabupaten Pati. Pengumpulan data dilakukan melalui wawancara dan observasi terhadap delapan siswa difabel yang bersekolah di SD inklusif di Kabupaten Pati, 6 guru, dan 3 kepala sekolah. Analisis data dilakukan dengan menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pelaksanaan pendidikan dasar inklusif di Kabupaten Pati belum sesuai dengan kondisi yang diidealkan karena dalam pelaksanaannya sekolah masih membatasi siswa difabel yang diterima. Sekolah hanya menerima mereka yang mengalami disabilitas non-fisik saja (disabilitas intelektual, lambat belajar, dan disabilitas sensorik). Pertimbangan sekolah adalah: 1) mudah dalam layanan pembelajaran; 2) merasa khawatir jika orang tua siswa non-difabel menolak dan memindahkan anaknya ke sekolah lain; 3) adanya kendala dalam layanan pembelajaran karena tidak memiliki guru pembimbing khusus, dan kurangnya sarana dan prasarana pembelajaran inklusif.]
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Hutzler, Yeshayahu, and Einas Daniel-Shama. "Attitudes and Self-Efficacy of Arabic-speaking Physical Education Teachers in Israel toward Including Children with Disabilities." International Journal of Social Science Studies 5, no. 10 (September 25, 2017): 28. http://dx.doi.org/10.11114/ijsss.v5i10.2668.
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The purpose of this study was to explore the attitudes and self-efficacy (SE) of physical education (PE) teachers in the Arabic-speaking educational sector in Israel toward including children with disability in their classes, utilizing translated questionnaires. The specific goals were (a) to describe the structure and internal consistency of the responses to the Attitudes Toward Inclusion in Physical Education (ATIPE) and Situation Specific Self-Efficacy (SE-ASPE) questionnaires of an Arabic-speaking PE teachers' sample, (b) to assess the effect of selected background variables on attitudes and SE in the study population, (c) to determine the association between SE and attitudes toward including children with disabilities in PE in the study population, and (d) to describe the differences in PE teachers' SE toward including children with different disabilities. The results indicated a bi-dimensional factor structure of the ATIPE and an unidimensional structure of each of the SE-ASPE subscales: intellectual disability (ID), physical disability (PD), and visual impairment (VI), and confirmed an internal reliability. The impact of background variables on attitudes and SE indicated that females had more favorable attitudes and SE than males, age had a small significant impact, training, and experience in inclusion of children with disability had a significant impact. Finally, it was found that the SE toward including children with VI was lower than toward ID and PD. Based on our findings it can be recommended that the training processes be strengthened, and include continuous education workshops on inclusion with an emphasis on VI.
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Reina, Santana, Montesdeoca, and Roldan. "Improving Self-Efficacy Towards Inclusion in In-Service Physical Education Teachers: A Comparison between Insular and Peninsular Regions in Spain." Sustainability 11, no. 20 (October 20, 2019): 5824. http://dx.doi.org/10.3390/su11205824.
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Physical education teachers play a significant role in educating students with special education needs, but they often feel frustrated and unprepared to achieve a successful inclusion process. The lack of inadequate training has proven to have an unfavorable effect on educators’ perceived competence, confidence, and attitudes when working in inclusive settings with children with disabilities. This study evaluates the effect of a training program implemented with in-service physical educators from two different regions in Spain, insular and peninsular, in order to improve their self-efficacy in including students with disabilities in physical education. A pre- vs. post-test intervention was conducted with two groups of 142 in-service physical educators with similar age and teaching experience. The intervention improved their perceived self-efficacy in including students with physical, visual, and intellectual disabilities in physical education (p < 0.01, effect sizes = large). The physical educators teaching in the insular region improved their self-efficacy to a higher extent. This study demonstrates the invariant effect of the training program in both regions, but the self-efficacy scores of the physical educators might be constrained by the contents regarding inclusion in their pre-service training, the education policies of the region where the teaching takes place or the geographical characteristics of their workplace.
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Makhmudova, S. M., and I. V. Zenkevich. "Inclusive Education in the Context of Digitalization of Training Activity." Язык и текст 7, no. 4 (2020): 92–98. http://dx.doi.org/10.17759/langt.2020070407.
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Autism, defects in the physical and psychological development of children are not as rare as we would like them to be. However, the problem of raising and educating special children is as acute as the issues of teaching and educating ordinary healthy children. In Russian domestic pedagogy, the issue of inclusive education was explored by such social scientists as L.S. Vygotsky, S.V. Alekhina, A.D. Goneev, E.N. Kutepova, N. Ya. Semago, A.G. Asmolov and others. However, in recent years, in connection with the development of digital educational technologies, the issue of inclusive education of children with disabilities has had a new meaning connected with the demands of the society for the training of teachers who are ready to work in distance inclusive education.
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CRISTEA, DANA IOANA, IONUȚ MOȚOC, and ANCA-CRISTINA POP. "Aspects regarding the integration of children with special educational needs through participation in physical education." Baltic Journal of Health and Physical Activity 12, Special Issue 1 (November 30, 2020): 79–86. http://dx.doi.org/10.29359/bjhpa.12.spec.iss1.09.
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Background: Special education offers ways to the best capitalization of the possibilities that children in difficulty may have. These children, and especially those with mental and behavioral disabilities, need additional, competent supervision from specialists. Children and young people with special needs (SEN) are included in social (re)integration programs whose objectives can also be achieved through sport activities. Material and methods: In the high school where the research was conducted, during the observational practice, students with mild special educational needs are integrated into mainstream education and participate in physical activities. Results: 70.40% of the secondary school students and 71.10% of the primary school students agree with the inclusion of students with SEN in teams with the other students in the physical education class, and 16.60% and 14.50%, respectively, consider that they should be relieved of effort, while 13% and 14.50% want to practice separate classes. Conclusions: The results of the study show that students with disabilities can be integrated through physical education activities, being accepted and encouraged by their peers. However, the lack of specialized teachers raises certain barriers in achieving the integration of people with SEN.
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Wilhelmsen, Terese, and Marit Sørensen. "Inclusion of Children With Disabilities in Physical Education: A Systematic Review of Literature From 2009 to 2015." Adapted Physical Activity Quarterly 34, no. 3 (July 2017): 311–37. http://dx.doi.org/10.1123/apaq.2016-0017.
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This systematic review examines research published from 2009 to 2015 on inclusion of children with disabilities in physical education according to the PRISMA guidelines. We have used a stakeholder approach as a framework for organizing and discussing the results. The searches yielded 535 studies, of which 112 were included. The systematic review outlines which stakeholder perspectives received the most attention, the main themes and findings, the methodological trends that governed the research contribution, and the country of data collection. The main findings indicated that perspectives of pre- and in-service teachers and studies of attitudes still dominate the research contributions. The strengths and limitations of the research conducted to date highlight that several other perspectives need to be discussed. Especially important is seeking information from children with disabilities themselves. Other barriers and facilitators perceived by those actively involved in the inclusion process need to be sought.
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Downs, Samantha J., Zoe R. Knowles, Stuart J. Fairclough, Natalie Heffernan, Sarah Whitehead, Sofie Halliwell, and Lynne M. Boddy. "Exploring teachers’ perceptions on physical activity engagement for children and young people with intellectual disabilities." European Journal of Special Needs Education 29, no. 3 (April 15, 2014): 402–14. http://dx.doi.org/10.1080/08856257.2014.906979.
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Paulsen Hughes, Patricia, Nilo Ramos, and Njoki Mwarumba. "Risk and Safety in Physical Education for Children With Disabilities: Adapted Physical Education Textbook Review and Primer for Teachers." Physical Educator 74, no. 1 (2017): 104–26. http://dx.doi.org/10.18666/tpe-2017-v74-i1-6441.
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Terzieva, G. "A CONCEPT FOR INCLUSIVE PHYSICAL EDUCATION TRAINING PROGRAM FOR FUTURE PRE-SCHOOL AND PRIMARY-SCHOOL TEACHERS." Trakia Journal of Sciences 17, no. 2 (2019): 97–100. http://dx.doi.org/10.15547/tjs.2019.02.001.
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The adoption of new normative documents in the field of education in Bulgaria determines the inclusion of children with special educational needs in general education schools. The significant and integral role which physical education plays in the educational process poses the question of the inclusion of children with impairments in motor activity training as well. Teachers implementing it contribute greatly to its positive effects. The main features of physical education include active motor activity and the related physical workload. In order for them to be adapted successfully to the specific needs of children with different disabilities, more specialized training is required. The analysis of the curricula of the faculties of education in Bulgaria shows that future pre-school and primary school teachers who will be responsible for the physical education of children in kindergartens and primary schools respectively do not receive appropriate training in adaptive physical education. The aim of this article is to present a concept for introducing a training program on "Motor Activity Training and Inclusive Physical Education", intended for students of the specialty Preschool and Primary School Education at the Faculty of Education, Thrakia University, Bulgaria
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Wright, Jannet A., and Myra Kersner. "Teachers and Speech and Language Therapists Working with Children with Physical Disabilities: Implications for Inclusive Education." British Journal of Special Education 26, no. 4 (December 1999): 201–5. http://dx.doi.org/10.1111/1467-8527.00139.
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Ruzaipah, Muhammad Munir, and Agus Ma’sum Aljauhari. "Strategi Pembelajaran Shalat oleh Guru Penddidikan Agama Islam Terhadap Anak Tunadaksa di SDLB Negeri Pangkalpinang." Journal of Islamic Education Research 1, no. 02 (June 30, 2020): 67–79. http://dx.doi.org/10.35719/jier.v1i02.18.
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The focus of the study is on the Islamic religious education strategy for disabled children. Disabled children are those with orthopedic disorders or disorders of normal function in bones, muscles, and joints because of congenital birth, illness, or accident. So that any movement or walking is necessary. Physical disability of disabled children causes them to go through obstacles to performing the prayers. With disabilities different from other children, the education teachers of Islam guide disabled children in performing prayers. The study aims to describe the learning strategy and to provide more information about the weaknesses and strengths of the learning strategy used by the Islamic religious education teacher. The study uses descriptive types of qualitative research. Data is obtained through methods of interviews, observation, and documentation. Research shows that the strategy used by the Islamic education teacher in The State SDLB of Pangkalpinang is a factually, contextual, and cooperative learning strategy. The weaknesses of these three strategies are that they cannot be used to students with hearing problems, teachers must be more intense in their guidance, and implementation requires considerable time. The advantage is that teachers can control the sequence and the broadness of the material, the study is more fun and less boring, and communicate with others.
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David, Hanna. "The Gifted Disabled Student in the Regular and the Special Classroom." International Letters of Social and Humanistic Sciences 51 (May 2015): 19–32. http://dx.doi.org/10.18052/www.scipress.com/ilshs.51.19.
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The term "special education" is used, in most cases, for the education of children with learning disabilities, emotional problems, behavioral difficulties, severe physical limitations, or difficulties related to low cognitive abilities. "Gifted education", on the other hand, is used for educating the more able, children with high learning ability or special talents, creative children or children who had achieved highly in school-related or any other area, such as chess, music, painting, etc.However, many gifted children belong to both categories. Some suffer from problems or irregularities unrelated to their giftedness, for example – learning disabilities (e.g. dyslexia, dyscalculia, dysgraphia, ADHD), or physical limitations, such as hearing loss, blindness, or paralysis. Some have to deal with issues directly or indirectly connected to their giftedness. For example: social acceptance has to do with conforming to the classroom norms, speaking about subjects considered age-appropriate, or being careful not to use "high level" vocabulary. A gifted child might find it difficult to participate in activities he or she has no interest in, not expressing feelings or ideas because they might seem odd to the peers, or thinking before using any rare or unconventional word or expression. A gifted child who is bored in the classroom might adopt behaviors such as abstention from activities, daydreaming or becoming the "classroom clown" and disturbing the teachers with voice-making, making jokes at others' expense or even at the teacher's. Such behaviors – not necessary a result of the child's giftedness but related to it – lead, in many cases, to labeling the child as "badly adjusted", "socially misfit", "isolated", or the like.In this article I intend to describe the social and the educational difficulties the gifted child has to deal with in the regular as well as in the gifted classroom and present techniques which might help overcoming them. I will present in detail four , all gifted with either learning disabilities or emotional problems, and the successful interventions they had gone through until reaching reasonable results.
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Halmhuber, Nancy L., and Scott G. Paris. "Perceptions of Competence and Control and the Use of Coping Strategies by Children with Disabilities." Learning Disability Quarterly 16, no. 2 (May 1993): 93–111. http://dx.doi.org/10.2307/1511132.
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This study examined the interaction between children's self-perceptions of competence, perceptions of control, and the use of effective coping strategies. Fifty-six children in grades 2–6, who were identified as either physically impaired (PI), learning disabled (LD), or regular education (RE) students, participated. Children completed paper-and-pencil tasks tapping their knowledge of handicaps and their perceptions of competence and control. The children's general education teachers, special education teachers, and parents completed questionnaires rating each child's coping skills. Results revealed different patterns among groups of children. Subjects were then divided into three groups, children with highly effective coping skills ( n=16), those with less successful coping skills ( n=17), and those in the middle ( n=23). All groups contained PI, LD, and RE students. Comparisons between successful copers and the children with least successful coping skills indicated that the former perceived themselves as competent and made few attributions to unknown sources of control. Results suggest that children representing a range of intelligence levels and educational handicaps can learn to adapt successfully.
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Lieberman, Lauren, Ali Brian, and Michelle Grenier. "The Lieberman–Brian Inclusion Rating Scale for Physical Education." European Physical Education Review 25, no. 2 (October 18, 2017): 341–54. http://dx.doi.org/10.1177/1356336x17733595.
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Children with disabilities have mixed feelings about their inclusion experiences. The purpose of this study was to explore the validity and reliability of results from the Lieberman-Brian Inclusion Rating Scale for Physical Education. Experts in adapted physical education ( n = 10) established content and face validity (mean = 4.68 ± 0.56) on a five-point scale through three rounds of evaluation through the Delphi method. Next, elementary physical education teachers ( n = 15) and two independent raters established test–retest reliability ( r = 0.87, p < 0.001; intra-class correlations (ICC) = 0.93, p < 0.001) and inter-rater reliability ( r = 0.69, p < 0.001; ICC = 0.82, p < 0.001) respectively. Physical education teachers among others can use this valid and reliable scale to determine the extent to which teachers attempt to make an environment inclusive. Practical uses for this instrument are program evaluation, intervention research, and as a teaching tool.
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REINA, Raúl, Ilse HEMMELMAYR, and Beatriz SIERRA-MARROQUÍN. "Autoeficacia de profesores de educación física para la inclusión de alumnos con discapacidad y su relación con la formación y el contacto previo." Psychology, Society, & Education 8, no. 2 (July 22, 2016): 93. http://dx.doi.org/10.25115/psye.v8i2.455.
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RESUMEN: La formación y experiencias positivas previas son fundamentales para una adecuada percepción de competencia, confianza y actitud positiva para la inclusión de alumnos con discapacidad en educación física. Este trabajo analiza la fiabilidad de una escala aplicada al contexto español para evaluar las creencias de autoeficacia para atender a alumnos con discapacidad intelectual, física y visual, mostrando excelentes valores de fiabilidad y consistencia interna la Escala de Autoeficacia en Profesores de Educación Física hacia Alumnos con Discapacidad (EA-PEF-AD). Los 102 profesores que participaron en el estudio mostraron además niveles de autoeficacia más altos (p<0.001) a medida que habían tenido formación y experiencias profesionales previas. Los resultados del presente trabajo confirmarían la idoneidad de llevar a cabo programas formativos para profesores de educación física en activo, preferiblemente con contacto con personas con discapacidad.Self-efficacy of Physical Education teachers toward inclusion of students with disabilities and regarding their previous training and experiencesABSTRACT: Previous training and past positive experiences are key factors to develop an adequate self-competence, self-confidence and positive attitudes toward inclusion of students with disabilities into physical education. This study analyses the reliability of a Spanish version of the Self-Efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities (SEPETE-D). One-hundred and two physical education professors participated in this study. Results indicated that professors scored higher on self-efficacy (p<0.001) if they received previous training in adapted physical education or they had previous professional experiences on this regard. Our results recommend providing training opportunities for physical educators who are currently working in schools, with the involvement of persons with disabilities.
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LaMasfer, Kathryn, Gary Kinchin, Kimerly Gall, and Daryl Siedentop. "Inclusion Practices of Effective Elementary Specialists." Adapted Physical Activity Quarterly 15, no. 1 (January 1998): 64–81. http://dx.doi.org/10.1123/apaq.15.1.64.
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Full inclusion refers to educational practices where all students with disabilities are educated in regular classes along with nondisabled peers. Six elementary physical education specialists (5 females, 1 male) were studied to obtain their views of inclusion practices and perceived outcomes. Teacher interviews and observations revealed four main themes: (a) multiple teaching styles, (b) student outcomes, (c) teacher frustrations, and (d) differences in inclusion practices. Results indicated that schools provided little support, and teachers reported that they were inadequately prepared to teach effectively with inclusive classes. These teachers had strong feelings of guilt and inadequacy as they continued to try to be effective for all children.
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Tindall, Daniel, Maeve Culhane, and John T. Foley. "Pre-service teachers' self-efficacy towards children with disabilities: An Irish perspective." European Journal of Adapted Physical Activity 9, no. 1 (February 9, 2016): 27–39. http://dx.doi.org/10.5507/euj.2016.003.
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Amorim, Thalita Cristina Prudencio de, and Roberto Gimenez. "Playing in Childhood Education: Playground Contexts and the Behavior of a Child with Intellectual Disability." Lecturas: Educación Física y Deportes 26, no. 276 (May 9, 2021): 20–35. http://dx.doi.org/10.46642/efd.v26i276.2765.
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Some research focused on physical and sensory accessibility in playgrounds bring some evidence that this is a place that should be thought of for all children, in public spaces and schools. However, little is yet discussed about accessibility or strategies for structuring spaces that support the development of children with intellectual disabilities. Among the existing studies there are relatively few studies that seek to observe children in natural conditions, paying attention to the child's spontaneity and without guidance from the researcher. This study aimed to explore the possible impacts of playground use on the behavior of a child with intellectual disabilities. The methodology used corresponded to ethology. For purposes of analysis, establishments, categories, toys and equipment, social interactions and motor skills were used. In general, data analysis suggested a tendency for the child to play alone instead of exploring playground equipment, as well as to perform few manipulative skills, privileging locomotion. These results suggest the need to rethink proposals aimed at early childhood education based on inclusive contexts. It is essential that teachers participate in the planning and structuring of spaces for early childhood education, especially in an inclusive perspective.
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Petkova, Anna, Martin Kudlacek, and Elena Nikolova. "ATTITUDES OF PHYSICAL EDUCATION STUDENTS (LAST UNIVERSITY YEAR) AND PHYSICAL EDUCATION TEACHERS TOWARD TEACHING CHILDREN WITH PHYSICAL DISABILITIES IN GENERAL PHYSICAL EDUCATION CLASSES IN BULGARIA." European Journal of Adapted Physical Activity 5, no. 2 (July 31, 2012): 82–98. http://dx.doi.org/10.5507/euj.2012.010.
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Bibi, Akhtar, Muhammad Adnan Khalid, and Amina Hussain. "Perceived organizational support and organizational commitment among special education teachers in Pakistan." International Journal of Educational Management 33, no. 5 (July 8, 2019): 848–59. http://dx.doi.org/10.1108/ijem-12-2017-0365.
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Purpose The purpose of this paper is to examine the relationship between perceived organizational support (POS), organizational commitment and job satisfaction among special education teachers in Pakistan. The data were collected from 85 special education teachers from different special education centers in Punjab, Pakistan. POS was measured using a survey of POS developed by Eisenberger et al. (1986). Affective continuance and normative commitment are measured by affective continuance and normative commitment scales developed by Meyer and Allen’s (1984) and Allen and Meyer (1990), respectively. Results of the current study show that POS and job satisfaction are positively correlated with affective and normative commitment. POS and job satisfaction are not associated with continuance organizational commitment. This suggests that a teacher’s commitment can be improved by increasing organizational support, underprivileged working environment and job satisfaction. Limitations and implication of the study are discussed. Design/methodology/approach In the current study, cross-sectional research design and non-probability purposive sampling technique were used. A sample of 85 special education teachers was collected from different special education institutes of Punjab and federal, Pakistan. Inclusion criteria were teacher with specialization in all disabilities (mentally challenged, deaf, blind, physical handicapped and slow learners), informed consent and age range 20‒55 years, at least 6-month teaching experience in special education. Exclusion criteria were teaching experience less than 6 months and age less than 20 or more than 55 years. The demographic characteristics of teachers are presented in Table II. Findings Findings of the present study suggest a positive association between POS, affective commitment, normative commitment and job satisfaction, whereas there is no association between POS and continuance commitment as well as between job satisfaction and continuance commitment among special education teachers in Pakistan. Organization should consider the exclusive support of the special education teachers. Research limitations/implications The current study also has some limitation. The sample size is very small. In the current study, data are collected from 85 special education teachers from federal and few cities of Punjab, Pakistan. Hence, data are not true representative. Data for current study are collected through self-reported scales and only collected from academic staff. Practical implications In the current study, special education teachers have identified factors that promote organizational support, commitment and job satisfaction, such as reasonable workloads, sound working environment, unbiased and fair working conditions, and administrative support. It has been found that decreased level of POS, commitment and job satisfaction damage the organization, special educators and special students. Therefore, special education department should develop and implement policies that strengthen these dimensions. A broad recommendation can be made on the basis of these findings: affective and normative commitment increases when individuals have satisfying experience with organization. Thus, this may be improved by providing special educators with the opportunity to work in a better work environment, with proper work load, as it would increase emotional and normative attachment of the individuals with their institutes. The current study would be helpful for policy makers in the field of education and administration in order to work on these dimensions to increase the teacher’s job satisfaction and organizational commitment. It would also create awareness among the general public about the potential problems of special education teachers in Pakistan affecting the quality of life of children with special needs. Results suggest that by providing organizational support, appropriate work load and unbiased attitude, a teacher’s commitment can be improved. Social implications The current research helps academics and administration to improve social functioning of special education teachers by improving their job satisfaction and organizational support. Originality/value The prevalence rate of children with disabilities is increasing rapidly in Pakistan. Since stigma is associated with individuals with disabilities, parents hide disabilities of their children so that other relatives may not face any problems, such as being doubted of carrying defective genes. Families have to cope with financial crises due to lack of institutional support, extra expense to deal with disabled person and loss of work. In such circumstances, special education institutions are only hopes for such people to assist them in dealing with their disabled children. However, the strength of teachers in these institutions is not enough to fulfill needs of such children. A number of researches have examined the role of organizational support, job satisfaction and organizational commitment of teachers in western countries (Makanjee et al., 2006; Alijanpou et al., 2013; Batool and Ullah, 2013). However, to the best of the authors’ knowledge, no study has yet investigated this serious issue in Pakistan. This study provides valuable information on organizational support, commitment and job satisfaction among special educators, and recommendation on how organizational commitment can be improved.
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Leshchii, Nataliia. "Sport and health work in the modern practice of the education and rehabilitation centre for children with complex developmental disorders." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 1 (130) (February 7, 2020): 99–106. http://dx.doi.org/10.24195/2617-6688-2020-1-13.
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The article is devoted to the problem related to the adoption of sport (physical) and health work in the modern practice of the education and rehabilitation centre for children with complex developmental disorders. The purpose of the article is to study the peculiarities of the organisation of physical and health work under conditions of the education and rehabilitation centre created for children suffering from complex developmental disorders. Methodology. In order to achieve the goal, the method of interviewing teachers based on a specially designed questionnaire was used in order to determine their attitude to the physical and health activities which were conducted in the mode of an educational day in the education and rehabilitation center. 87 teachers (except teachers of Physical Education and instructors of Therapeutic Physical Education) and 175 parents of the children suffering from complex developmental disorders participated in the survey. Scientific novelty. Based on the questionnaire, it has been found out that under conditions of the modern education and rehabilitation centre, much more attention is paid to the physical activity of elementary school pupils; whereas in the middle and senior classes, physical and health work is carried out unsystematically, which affects the pupils' motivation for physical activities, reduces their interest in independent Physical Culture classes. Primary school teachers continually involve parents into educational activities related to the importance of motor activities. Conclusions. The teachers’ answers to the questionnaire indicated that they are aware of the importance of physical (sport) and health work with the children suffering from complex developmental disabilities; they sometimes organise physical activity breaks and breaks during lessons, as well as action-oriented breaks and walks. However, most of them consider the tasks for physical development to be the prerogative of Physical Education teachers or Therapeutic Physical Education instructors, and sports section coaches.