Attitudes of Middle School Students With Disabilities Toward Physical Education
Author : Rebecca Collins
Publisher :
Page : 0 pages
File Size : 46,62 MB
Release : 2012
Category :
ISBN :
Author : Rebecca Collins
Publisher :
Page : 0 pages
File Size : 46,62 MB
Release : 2012
Category :
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Author : Dr. Ellie Abdi
Publisher : AuthorHouse
Page : 286 pages
File Size : 32,2 MB
Release : 2019-10-09
Category : Education
ISBN : 1728330998
Many researchers have confirmed that students with disabilities engage in significantly less physical activity than their nondisabled peers in physical education class. One of the elements that influences student participation in physical education class is attitude and there is a gap in the literature with respect to investigating the attitudes of students with learning disabilities, emotional/behavioral disabilities, or attention difficulties. There is limited research on how teachers perceive and assist students to participate in physical education. This dissertation is looking specifically at enjoyment and useful attitudes of physical activity in physical education class for students with learning disabilities.
Author : Rhea S. Butler
Publisher :
Page : 234 pages
File Size : 38,1 MB
Release : 2000
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Abstract: The inclusion of students with various disabilities in general physical education has become increasingly common in schools. Within the context of physical education, inclusion has been defined as a philosophical perspective that advocates the placement of all students with varied abilities and disabilities (mild to severe) into classes with peers in their neighborhood schools (Block, 2000; Hodge, Murata, Kozub, and Sherrill, in-review). However, there is limited research concerning the attitudes of students with and without disabilities towards each other relative to inclusion in physical education. The purpose of this study was to examine the attitudes and behaviors of 6th grade students with and without disabilities relative to being educated in an inclusionary physical education program. Participants were students with disabilities (_n = 2) and students without disabilities (_n = 16) from a rural middle school in Midwestern Ohio. Contact theory's structured contact variables (Allport, 1954; Sherrill, Heikinaro-Johansson, Slininger, 1994) served as the theoretical frame for this study. Data collection and triangulation involved both quantitative and qualitative methods. Overall, findings suggest that students with and without disabilities exhibited positive attitudes and behaviors towards one another within an inclusionary physical education program. More specifically, responses to the Children's Attitudes Toward Integrated Physical Education (Block, 1995) attitudinal instrument revealed that students without disabilities held positive attitudes toward including peers with disabilities (i.e., mental retardation and physical disability). In support of this finding, the Analysis of Inclusion Practices in Physical Education (Hodge et al., 2000) behavioral observation instrument showed that when interactions did occur, students with and without disabilities mostly interacted in appropriate ways. In addition, responses to The Inventory (Webb, 2000) attitudinal scale indicated that students with disabilities (i.e., a girl with mental retardation and a boy with a physical disability) held favorable attitudes towards their peers without disabilities. Again, this finding was supported by themes that emerged from semi-structured interviews suggesting that positive relationships and interactions did occur between students with and without disabilities, and their teachers. Overall findings in this study lend support to contact theory's structural contact variables (Sherrill et al., 1994). Importantly, this study allowed us to gain additional insight regarding the attitudes and behaviors of students with and without disabilities toward one another in an inclusive physical education program.
Author : Ibrahim Cordero
Publisher :
Page : 280 pages
File Size : 40,56 MB
Release : 2002
Category : Physical education and training
ISBN :
Author : Wayne Christian Jones
Publisher :
Page : 126 pages
File Size : 49,71 MB
Release : 1999
Category : Middle school students
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Author : Lindy A. Valdez
Publisher :
Page : 138 pages
File Size : 27,11 MB
Release : 1997
Category : Middle school students
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Author : Elizabeth E. Evans
Publisher :
Page : 152 pages
File Size : 41,33 MB
Release : 1983
Category : Junior high school students
ISBN :
Abstract (2 leaves) bound with copy.
Author : Kevin Casebolt
Publisher :
Page : 270 pages
File Size : 13,43 MB
Release : 1998
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Author : Sarah Astrid Crye
Publisher :
Page : 0 pages
File Size : 13,45 MB
Release : 2019
Category : Parents
ISBN :
BACKGROUND: More schools are moving towards full inclusion for students with disabilities into physical education classes. One key facilitating factor in the success of inclusion is parental support and involvement. Although much research has been conducted on the attitudes of teachers and students towards inclusion in physical education classes, there is very little information regarding parent attitudes towards inclusion in a physical education setting. PURPOSE: To examine parent attitudes towards inclusion in physical education. METHODS: Online anonymous surveys were administered to parents of students with and without disabilities enrolled in a high school in rural northern California. Survey questions gathered information relating to demographics and parent attitudes towards inclusion in physical education. Participant's responses were grouped by common themes and reviewed for similarities and differences. RESULTS: Parents support inclusion in PE but feel that students with disabilities should be placed in a PE class based on an individual basis. Parents have mixed feelings regarding the outcomes of inclusive PE for students with disabilities regarding learning and developing physical skills. Parents of students without disabilities had slightly stronger attitudes in favor of inclusion than parents of students with disabilities. CONCLUSION: More research is needed to evaluate the attitudes of parents of students with disabilities.
Author : Nathan D. Gorder
Publisher :
Page : 82 pages
File Size : 26,70 MB
Release : 1994
Category : Mainstreaming in education
ISBN :