Female and Rural School Students Show More Positive Attitudes toward Disability during Physical Education Lessons

International Journal of Environmental Research and Public Health

Nicolás Contreras-Barraza¹  Alejandro Vega-Muñoz²  Jorge Rojo-Ramos³  Sabina Barrios-Fernandez³ 

[1] Facultad de Economía y Negocios, Universidad Andres Bello, Viña del Mar 2531015, Chile;Public Policy Observatory, Universidad Autónoma de Chile, Santiago 7500912, Chile;Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain;

关键词: attitudes;    inclusion;    disabilities;    physical education;   

DOI  :  10.3390/ijerph19105881

来源: DOAJ

【 摘 要 】

Physical education (PE) lessons offer an excellent opportunity to encourage participation and learning for students with and without disabilities. However, there are still barriers that prevent educative inclusion (EI) from being achieved, with negative attitudes being one of the major issues. This study aimed to explore students without disabilities’ attitudes toward their peers with disabilities in the second stage of Primary Education, examining possible differences according to sex (male or female) and school location (urban or rural). The Scale of Attitudes toward Students with Disabilities in Physical Education–Primary Education (SASDPE-PE), a four-item instrument with a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), was administered to 545 Spanish students aged 9 to 12 years old. The results revealed that girls and students from rural schools showed more positive attitudes toward their peers with disabilities during the PE lessons; differences were significant in both cases. Thus, according to our findings, the SASDPE-PE is a practical tool to assess attitudes, even after an attitude-change programme. Furthermore, PE attitude-change programmes should be implemented, especially considering male students and those enrolled in urban schools.

【 授权许可】

Unknown