Beliefs of Chinese Physical Educators on Teaching Students With Disabilities in General Physical Education Classes

in Adapted Physical Activity Quarterly
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  • 1 Shanghai University of Sport
  • | 2 Beifang University of Nationalities
  • | 3 Shanghai University of Sport
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This study examined the behavioral beliefs of physical education (PE) teachers about teaching students with disabilities in their general PE (GPE) classes and to identify the factors that contribute to their beliefs. A total of 195 PE teachers from a region in eastern China were surveyed. Results of the Physical Educators’ Attitudes Toward Teaching Individuals With Disabilities-III survey indicate that although some teachers felt that including students with disabilities in GPE classes provides benefit for them, they were concerned about the practical difficulties of teaching students with disabilities in GPE classes, the lack of support, and the possible rejection of students with disabilities by their peers. Moreover, the behavioral beliefs of teachers vary according to the disability conditions of the students. Results show that there is no significant effect of demographic factors on the beliefs of PE teachers. Quality of experience predicts positive beliefs. The study has important implication for teacher training, provision of equipment, and support from teacher assistants.

Lijuan and Lin Wang are with the Shanghai University of Sport, Shanghai, China. Qi is with Beifang University of Nationalities, Yinchuan, China.

Address author correspondence to Lijuan Wang at
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