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The Impact of Paralympic School Day on Student Attitudes Toward Inclusion in Physical Education

in Adapted Physical Activity Quarterly
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  • 1 James Madison University
  • | 2 University of Virginia
  • | 3 Columbia University
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The purpose of this study was to determine if Paralympic School Day (PSD), a published disability awareness program, would have a positive impact on the attitudes of students without disabilities toward the inclusion of students with disabilities in physical education classes. Participants were 143 sixth-grade students who were divided into 2 groups (experimental n = 71, control n = 72), with the experimental group receiving the PSD treatment. Participants responded 2 times to Siperstein’s Adjective Checklist and Block’s Children’s Attitudes Toward Integrated Physical Education–Revised (CAIPE-R) questionnaire. Four ANCOVA tests were conducted. Results indicated a significant PSD treatment effect across all 4 measures: Adjective Checklist (p = .046, η2 = .03), CAIPE-R (p = .002, η2 = .04), inclusion subscale (p = .001, η2 = .05), and sport-modification subscale (p = .027, η2 = .02).

McKay is with the Dept. of Kinesiology, James Madison University, Harrisonburg, VA. Block is with the Dept. of Kinesiology, University of Virginia, Charlottesville, VA. Park is with the Dept. of Human Development at Teachers College, Columbia University, New York, NY.

Address author correspondence to Cathy McKay at mckayca@jmu.edu
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