The purpose was to validate a self-efficacy (SE) instrument toward including students with disability in physical education (PE). Three scales referring to intellectual disabilities (ID), physical disabilities (PD), or visual impairments (VI) were administered to 486 physical education teacher education (PETE) majors. The sample was randomly split, and exploratory and confirmatory factor analyses (EFA and CFA, respectively) were conducted. After deleting items that did not meet inclusion criteria, EFA item loadings ranged from 0.53 to 0.91, and Cronbach’s alpha reliability was high (for ID = .86, PD = .90, and VI = .92). CFA showed that the ID scale demonstrated good goodness-of-fit, whereas in the PD and in the VI scales demonstrated moderate fit. Thus, the content and construct validity of the instrument was supported.
Search Results
Creation and Validation of the Self-Efficacy Instrument for Physical Education Teacher Education Majors Toward Inclusion
Martin E. Block, Yeshayahu Hutzler, Sharon Barak, and Aija Klavina
Preservice Physical Educators’ Self-Efficacy Beliefs Toward Inclusion: The Impact of Coursework and Practicum
Andrea R. Taliaferro, Lindsay Hammond, and Kristi Wyant
The purpose of this study was to investigate the effect of completion of an adapted physical education (APE) course with an associated on-campus practicum on preservice physical educators’ self-efficacy beliefs toward the inclusion of individuals with specific disabilities (autism, intellectual disabilities, physical disabilities, and visual impairments). Preservice students in physical education teacher education (N = 98) at a large U.S. Midwestern university enrolled in 1 of 2 separate 15-wk APE courses with an associated 9-wk practicum experience were surveyed at the beginning, middle, and conclusion of each course. Results of 4 separate 2-factor fixed-effect split-plot ANOVAs revealed significant improvements in self-efficacy beliefs from Wk 1 to Wk 8 and from Wk 1 to Wk 15 across all disability categories. Significant differences between courses were found only for autism in Time 1.
Understanding the Inclusiveness of Integrated Physical Education From the Perspectives of Adults With Visual Impairments
Justin A. Haegele, Samuel R. Hodge, Xihe Zhu, Steven K. Holland, and Wesley J. Wilson
practices deemed to be “inclusive,” as education professionals have become comfortable with the belief that inclusion is successful ( Atkins, 2016 ). Consequently, educators may engender practices that, however well intentioned, have the potential for unintended and often unnoticed consequences for the
Absent, Incapable, and “Normal”: Understanding the Inclusiveness of Visually Impaired Students’ Experiences in Integrated Physical Education
Justin A. Haegele, Lindsay E. Ball, Xihe Zhu, M. Ally Keene, and Lindsey A. Nowland
purposefully here to describe a setting in which all students, regardless of educational needs, are enrolled in the same physical space ( Haegele, 2019 ). This understanding of integrated spaces is conceptually distinct from the concept of inclusion, which is unpacked in the next section of the introduction
Reverse Integration in Wheelchair Basketball: Stakeholders’ Understanding in Elite and Recreational Sporting Communities
Michele Verdonck, Jacquie Ripat, Peita-Maree Clark, Florin Oprescu, Marion Gray, Lisa Chaffey, and Bridie Kean
time (e.g., coach athletes/athletes who are also team managers). Semistructured Interviews The research team developed the semistructured interview question guide that progressed from general questions about WCBB and inclusion to more specific questions about participants’ understanding and experience
Reverse Integration in Wheelchair Basketball—A Mixed-Method Spanish Stakeholders’ Perspective
Javier Pérez-Tejero, Mauro Grassi-Roig, Javier Coterón, and Yeshayahu Hutzler
The term “reverse integration” (RI), also known as “reverse inclusion” or “reverse mainstreaming,” refers to a practice wherein a self-contained, relatively marginalized system opens up to include members of the mainstream community ( Brasile, 1990 ). This practice has been exercised for decades in
Physical Activity for Disabled Youth: Hidden Parental Labor
Donna L. Goodwin and Amanda Ebert
family life where teller and listener can come together to unpack, retell, and relive stories ( Goodley & Runswick-Cole, 2011 ; Nelson, 1995 ). Mitchell and Snyder ( 2015 ) coined the term inclusionism to describe parents’ unexamined assumption of needing to decrease demands on existing nonreflective
Perceptions of Inclusivity: The Canadian 24-Hour Movement Guidelines for Children and Youth
Lauren Handler, Emily M. Tennant, Guy Faulkner, and Amy E. Latimer-Cheung
no significant variance in data between telephone interviews and in-person interviews ( Kazmer & Xie, 2008 ; Sturges & Hanrahan, 2004 ; Trier-Bieniek, 2012 ). Upon expression of interest, participants were screened using the inclusion and exclusion criteria. If they were eligible, parents were
Motivational Pathways to Social and Pedagogical Inclusion in Physical Education
Terese Wilhelmsen, Marit Sørensen, and Ørnulf N. Seippel
What does it take to support inclusion in physical education (PE)? This is an important question given the globalization of the inclusive PE ideology, yet it has received scant attention in previous literature ( Wilhelmsen & Sørensen, 2017 , with the exceptions of Dunn & Dunn, 2006 ; Obrusnikova
Physical Educators’ Beliefs and Self-Reported Behaviors Toward Including Students With Autism Spectrum Disorder
Jennifer A. Beamer and Joonkoo Yun
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.
