How attitudes may affect the success of inclusion

Physical education teachers - Attitudes;Inclusive education;Physical education for children with disabilities

Luebke, KristeneDiRocco, P. ;

University of Wisconsin

关键词: Physical education teachers - Attitudes;    Inclusive education;    Physical education for children with disabilities;   

Others  :  https://minds.wisconsin.edu/bitstream/handle/1793/48826/Oluebkekristine1998.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: University of Wisconsin

【 摘 要 】

This analysis explores the current literature about the inclusion of students with disabilities in regular physical education. With increasing numbers of studentswith disabilities being educated in the mainstream, it is crucia1 that educators understand the concept of inclusion and what it takes for inclusion to succeed.Physical educators need to be aware of the existence of negative attitudes toward inclusion and the impact they have on successful integration. Althoughthe components of inclusion are clearly documented, the method in which themodel is incorporated varies widely from classroom to classroom. Agreementexists that there is a spectrum of placement options available for the child withdisabilities and the vehicle for providing service is es unique as the child.Inclusion has many benefits, but in order to be successful, there are some keycomponents that must exist in order to decrease resistance and increase theacceptance of students with disabilities in the regular physical educationenvironment. Collaboration, communication, and cooperation are crucial amongall school staff members working with children with disabilities. Without thesecomponents, frustration may occur which can lead to negative attitudes. Theexperience the teacher has working with students with disabilities is linked to thesuccess of inclusion. Universities and school districts need to address thetraining received by educators. Teachers should be better prepared to deal with avariety of disability types. Additional training, coursework, and in-service offeringsare suggestions to improve the educator;;s experience in working with studentswith disabilities. The need to improve the attitude of the educator appears to betho starting point to the success or failure of inclusion. More research is neededinto the formation of attitudes and how to go about changing attitudes.