Perceptions and Practices of Adapted Physical Educators on the Teaching of Social Skills

in Adapted Physical Activity Quarterly
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  • 1 University of Puerto Rico at Bayamón
  • 2 The Ohio State University
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The purpose of this study was to determine adapted physical educators’ perceptions and practices about teaching social skills to students with disabilities. A questionnaire based on Bandura’s social learning theory concept of modeling was developed and mailed to an entire frame of 426 adapted physical education teachers in the state of Ohio. Face and content validity as well as test/retest reliability (0.89) were established. Of those that were surveyed, 53% (225 teachers; 148 females and 77 males) responded. Results indicate that 93% (209) believe it is important to explicitly teach social skills in PE; however, 60% (135) expressed not feeling properly prepared to teach them. Teachers with more than 20 years of teaching experience were more likely to actually teach social skills. When compared with other teachers with less years teaching, however, they identified a greater need for training in the teaching of social skills. Results are discussed relative to teacher preparation and practices as well as social skills taught for general education and community integration.

Amaury Samalot-Rivera is with the Special and Elementary Physical Education Department at the University of Puerto Rico at Bayamón. E-mail: David Porretta is with the Physical Education Program Area at The Ohio State University.

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