Physical Educators’ Beliefs and Self-Reported Behaviors Toward Including Students With Autism Spectrum Disorder

in Adapted Physical Activity Quarterly
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  • 1 Oregon State University
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With an increase in the presence of students with autism spectrum disorder (ASD) in the general physical education (GPE) classroom, understanding the current state of GPE teachers’ beliefs and behaviors for including these students is warranted. The current study aimed to examine the beliefs and self-reported behaviors of GPE teachers’ inclusion of students with ASD. In addition, the study examined potential factors affecting their inclusion behaviors. Using a national stratified random sample, participants were 142 current GPE teachers who submitted surveys anonymously online. Results from a regression analysis indicate that teachers’ experience, graduate coursework in adapted physical education (APE), and perceptions of strength in undergraduate training in APE significantly predicted their self-reported behavior for including students with ASD. Although the participant response rate is considerably low, this study provides some support toward the importance of teacher education programs for inclusion training.

The authors are with the School of Biological and Population Health Sciences, Oregon State University, Corvallis, OR.

Address author correspondence to Jennifer Beamer at
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