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Raul Reina, Yeshayahu Hutzler, María C. Iniguez-Santiago, and Juan A. Moreno-Murcia

This study addresses the associations between students’ ability beliefs and attitudes toward inclusion in physical education, as well as the impact of gender and previous contact/participation with children with disability on these variables. A cross-sectional study was conducted with 976 students (491 girls and 485 boys; age 11–16 years), who responded to ability beliefs and attitudes questionnaires. Ability beliefs (entity and incremental) and the 3 sociodemographic variables predicted 20.4% and 9% of the behavioral and cognitive subscales of attitudes, respectively. Students with higher scores for entity beliefs of ability had a less favorable attitude toward inclusion. Girls reported more favorable attitudes toward inclusion than boys. Students who indicated previous participation in physical activities with children with disabilities showed attitudes that were more favorable in both the behavioral and cognitive subscales, while those who reported previous contact had more favorable attitudes in the behavioral subscale and lower entity beliefs. However, the 3 sociodemographic variables had a lower contribution to the explained variance of attitudes.

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Terese Wilhelmsen and Marit Sørensen

This systematic review examines research published from 2009 to 2015 on inclusion of children with disabilities in physical education according to the PRISMA guidelines. We have used a stakeholder approach as a framework for organizing and discussing the results. The searches yielded 535 studies, of which 112 were included. The systematic review outlines which stakeholder perspectives received the most attention, the main themes and findings, the methodological trends that governed the research contribution, and the country of data collection. The main findings indicated that perspectives of pre- and in-service teachers and studies of attitudes still dominate the research contributions. The strengths and limitations of the research conducted to date highlight that several other perspectives need to be discussed. Especially important is seeking information from children with disabilities themselves. Other barriers and facilitators perceived by those actively involved in the inclusion process need to be sought.

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Lijuan Wang

Students with special educational needs are those who do not fit in standard behavioral models. Such students also show certain difficulties in dealing with educational and pedagogical tasks ( Milanovic & Markovic, 2014 ; Wang & Qi, 2015 ). An increasing number of students with special educational

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Janet Robertson, Eric Emerson, Susannah Baines, and Chris Hatton

2010 (age: 19–20 years). Identification of Participants With Mild to Moderate Intellectual Disability Data linkage with the 2004 and 2006 NPD was undertaken to identify participants with special educational needs (SEN). Linkage was successful for 15,240 young people present at wave 1 (97% of the Next

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Justin A. Haegele, Takahiro Sato, Xihe Zhu, and T. Nicole Kirk

with special educational needs understand physical education . European Physical Education Review, 17 ( 2 ), 167 – 181 . doi:10.1177/1356336X11413183 10.1177/1356336X11413183 Coates , J. , & Vickerman , P. ( 2008 ). Let the children have their say: Children with special educational needs and

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Katherine Holland and Justin A. Haegele

). Parental expectations about adapted physical education services . Journal of Special Education, 47 ( 3 ), 186 – 196 . doi:10.1177/0022466912447661 10.1177/0022466912447661 Coates , J. ( 2011 ). Physically fit or physically literate? How children with special educational needs understand physical

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Hayley Morrison and Doug Gleddie

methodology (pp.  35 – 75 ). Thousand Oaks, CA : Sage . 10.4135/9781452226552.n2 Coates , J. , & Vickerman , P. ( 2008 ). Let the children have their say: Children with special educational needs and their experiences of physical education–a review . Support for Learning, 23 ( 4 ), 168 – 175 . doi

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Chunxiao Li, Ngai Kiu Wong, Raymond K.W. Sum, and Chung Wah Yu

. , & Chitiyo , M. ( 2011 ). An examination of teacher attitudes towards children with autism . Journal of Research in Special Educational Needs, 11 , 70 – 78 . doi:10.1111/j.1471-3802.2010.01181.x 10.1111/j.1471-3802.2010.01181.x Park , M. , Chitiyo , M. , & Choi , Y.S. ( 2010 ). Examining pre

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Chunxiao Li, Justin A. Haegele, Ho Lun Au, and Kevin Wai Keung Kam

concept suggests that educators should provide the necessary support to all students, including those with special educational needs (SENs), for them to achieve their full potential in appropriate education settings ( O’Brien et al., 2009 ). Indeed, progress toward inclusive education varies across

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Mey A. van Munster, Laureen J. Lieberman, and Michelle A. Grenier

activity, recreation and sport: Crossdisciplinary and lifespan ( 6th ed. ). Boston, MA : McGraw-Hill . Smith , A. , & Thomas , N. ( 2006 ). Including pupils with special educational needs and disabilities in National Curriculum Physical Education: A brief review . European Journal of Special Needs