Physical education teachers’ attitudes toward inclusion of students with disabilities in Saudi Arabia

Frontiers in Psychology

article

Majed M. Alhumaid¹  Bashaer A. Althikr Allah¹  Abeer A. Alhuwail¹  Maryam A. Alobaid¹  Naflah N. Abu Hamad¹  Zainab A. Alsalman¹  Sarah S. Alqahtani¹  Ayat M. Alherz¹  Walla M. Alwael¹  Aeshah K. Alhelal¹  Sheikh A. Alsubaie¹  Maryam S. Alwarthan¹  Fay O. Alnaeem¹  Shamma H. Aleid¹  Sara Y. Almuhaisen¹  Atheer A. Alobaydullah¹  Ameera R. Alzamami¹  Shuaa A. Alqadiri¹  Shoug H. Alsubhi¹  Abeer M. Alshikh¹  Khulud K. Almazrui¹  Madhawi A. Alamer¹  Afrah M. Alfadhel¹  Areej R. Al-Sari¹  Reamah S. Alqatari¹  Fatema A. Almaghrabi¹  Sara M. Alfahaid¹  Jailan A. Alhashim¹  Hawra A. Alsalman¹  Amnah A. Almatar¹  Najla M. Almutiri¹  Tânia Bastos² 

[1] Department of Physical Education, College of Education, King Faisal University;Centre of Research, Education, Innovation, and Intervention in Sport, Faculty of Sport, University of Porto

关键词: inclusive physical education;    inclusion;    children with disabilities;    Physical educators;    Disability;   

DOI  :  10.3389/fpsyg.2022.1006461

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

The attitudes of physical education (PE) teachers towards inclusion are critical to the successful provision of inclusive teaching for students with disabilities. Therefore, the purpose of this study was to investigate the attitudes of Saudi Arabian PE teachers towards the inclusion of students with disabilities in PE classes and the effect of sociodemographic variables (e.g., gender and length of teaching experience) on their attitudes towards inclusion. A total of 1,314 PE teachers (Mage = 41.09, SD = 9.40, females = 42.8%) completed the Arabic version of the Sentiments, Attitudes, and Concerns about Inclusive Education-Revised Scale (SACIE-R). Analyses found that, in general, PE teachers had moderately positive attitudes toward the inclusion of students with disabilities in PE lessons. A significant difference was found between the two genders in their attitudes toward inclusion. Specifically, female PE teachers demonstrated more positive attitudes toward inclusion than males. Multiple linear regression analysis, meanwhile, showed that the length of teaching experience and the experience of teaching a student with a disability were significant predictors of participants' attitudes toward inclusion. Our findings highlighted the importance of reconsidering the quality of PE teachers’ experiences and interactions with students with disabilities as a means to improving their attitudes, which in turn would translate into successful inclusion.

【 授权许可】

CC BY