Investigation of physical education teachers' and pre-service teachers' perceptions towards colleagues and students with special needs
Abstract views: 200
/ 
PDF downloads: 130
DOI:
https://doi.org/10.5281/zenodo.10013704Keywords:
Physical Education Teacher, Teachers with disabilities, Pre-service Teacher, Attitude, inclusive educationAbstract
In this study, it was aimed to determine the perceptions of physical education teachers and pre-service teachers towards their colleagues and students with special needs through metaphors. An interview form was created as a data collection tool. In the interview form, they were asked to complete two sentences, the first sentence being "Students with special needs are like... in physical education lessons. Because..." and the second sentence "The physical education teacher with special needs is like..., because...". The research was planned with phenomenology design, one of the qualitative research designs. The participant group of the study consisted of 39 physical education teachers and 58 physical education teacher candidates, totaling 97 people. The qualitative data were analysed by content analysis method. As a result of the analysis of the first sentence, four categories were obtained: “Student alone due to disability", "Student who attracts attention/exemplary student", "Student who needs adaptations and support in the lesson", "Student who struggles". As a result of the analysis of the second sentence, the categories of ''Teacher who is normal/like everyone else'', “Inspiring/leading teacher", ''Successful/struggling teacher'" were obtained. As a result, it was found that the participants' perceptions of a student with special needs differed from their perceptions of a teacher with special needs. Accordingly, while the perception towards the teacher with special needs was more positive, the perception towards the students was more negative. In this direction, the inclusion of teachers and students with special needs in the general education system can contribute to the realisation of inclusive education by being role models with their exemplary lives.
References
Anderson, R. C. (2006). Teaching with disability: Pedagogies of lived experience. Review of Education, Pedagogy, and Cultural Studies, 28 (3–4), 367–379. doi:10.1080/10714410600873258.
Bek, H., & Başer, H. G. A. (2009). Investigation of classroom teacher candidates' attitudes towards inclusive education, Usak University Journal of Social Sciences, 2(2), 160-168.
Block, M.E. (2007). A teacher’s guide to including students with disabilities in general physical education (3rd ed.). Baltimore: Paul H. Brookes.
Block, M.E. & Obrusnikova, I. (2007). Inclusion in physical education: A review of the literature from 1995-2005. Adapted Physical Activity Quarterly 24(2), 103–124.
Braksiek, M. (2022). Pre-service physical education teachers’ attitudes toward inclusive physical education: Subject specificity and measurement invariance. German Journal of Exercise and Sport Research, 52(1),1.
Brulle, A. R. (2006). Teacher candidates with disabilities: Guidance for teacher educators. Action in Teacher Education 28 (3), 3–10. doi:10.1080/01626620.2006.10463415.
Bryant, L. G., & Curtner-Smith, M. D. (2009a). Effect of a physical education teacher’s disability on high school pupils’ learning and perceptions of teacher competence. Physical Education and Sport Pedagogy 14 (3), 311–322. doi:10.1080/17408980802225800.
Bryant, L. G., & Curtner-Smith, M. D. (2009b). Influence of a physical education teacher’s disability on middle school pupils’ learning and perceptions of teacher competence. European Physical Education Review 15 (1), 5–19. doi:10.1177/ 1356336X09105209.
Campbell, F. K. (2009). Having a career in disability studies without even becoming disabled! The strains of the disabled teaching body. International Journal of Inclusive Education 13 (7), 713–725. doi:10.1080/13603110903046002.
Carrington, S., & Joanne, B. (2001). Preparing teachers to support inclusion: The benefits of interaction between a group of preservice teachers and a teaching assistant who is disabled. Teaching Education, 12 (3), 347–357. doi:10.1080/10476210120096597.
Cowie, H. & Wallace, P. (2000). Peer support in action. London: Sage.
Doulkeridou, A., Evaggelinou, C., Mouratidou, K., Koidou, E., Panagiotu, A., & Kudlacek, M. (2011) Attitudes of Greek physical education teachers towards inclusion of students with disabilities in physical education classes. International Journal of Special Education 26(1), 1–11.
Duquette, C. (2000). Examining autobiographical influences on student teachers with disabilities. Teachers and Teaching, 6 (2), 215–228. doi:10.1080/713698718.
Dursun, M., Güler, B., & Bozkurt, T. M. (2019). Öğretmen adaylarının zihinsel engelli bireylerin sportif etkinliklere katılımına ilişkin tutumlarının incelenmesi. Beden Eğitimi ve Spor Bilimleri Dergisi, 13(3), 202-209.
Ergin, M., & Bozdağ, B. (2021). Beden eğitimi öğretmenlerinin zihinsel yetersizliği olan öğrencilere ilişkin tutumları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 22(2), 1286-1310.
Fejgin, N., Talmor, R. & Erlich, I. (2005) Inclusion and burnout in physical education. European Physical Education Review, 11(1), 29–50.
Fitzgerald, H. (2012). Drawing’ on disabled students’ experiences of physical education and stakeholder responses. Sport, Education and Society, 17(4), 443–462.
Folsom-Meek, S.L. & Rizzo, T.L. (2002) Validating the physical educators’ attitude toward teaching individuals with disabilities III (PEATID III) survey for future professionals. Adapted Physical Activity Quarterly, 19(2),141–154.
Griffith, K. G., & Mark, J. C. (2002). Are educational administrators prepared to meet the needs of employees with disabilities? Rural Special Education Quarterly, 21 (3), 21–28. doi:10.1177/875687050202100305.
Gus, L. (2000). Autism: Promoting peer understanding. Educational Psychology in Practice, (16), 461-8.
Hankebo, T. A. (2018). Being a deaf and a teacher: exploring the experiences of deaf teachers in ınclusive classrooms. International Journal of Instruction, 11 (3), 477–490. doi:10.12973/iji.2018.11333a.
Hayashi, R., & Gary, E. M. (2011). The effect of exposure to a professor with a visible disability on students’ attitudes toward disabilities. Journal of Social Work in Disability and Rehabilitation, 10 (1), 36–48. doi:10.1080/1536710X.2011.546300.
Hodge, S., Ammah, J.O.A., Casebolt, K. M., Lamaster, K., Hersman, B., Samalot-Rivera, A., … et al. (2009). A diversity of voices: physical education teachers’ beliefs about inclusion and teaching students with disabilities. International Journal of Disability, Development and Education, 56(4), 401–419.
Karademir, T., Mahmut, A. Ç. A. K., Türkçapar, Ü., & Eroğlu, H. (2018). Beden eğitimi öğretmen adaylarının zihinsel engellilere yönelik tutumlarının belirlenmesi. Beden Eğitimi ve Spor Bilimleri Dergisi, 20(3), 103-112.
Keane, E., Manuela, H., & Patricia, E. (2018). Fit(Ness) to teach? Disability and initial teacher education in the republic of Ireland. International Journal of Inclusive Education, 22 (8), 819–838. doi:10.1080/13603116.2017.1412510.
Lamichhane, K. (2016). Individuals with visual impairments teaching in Nepal’s mainstream schools: A model for inclusion. International Journal of Inclusive Education, 20 (1), 16–31. doi:10.1080/13603116.2015.1073374.
Lewis, S., Anne, L. C., Jane, N. E., & Cay Holbrook, M. (2003). Strategies used by visually impaired teachers of students with visual impairments to manage the visual demands of their professional role. Journal of Visual Impairment & Blindness, 97 (3),157–168. doi:10.1177/0145482X0309700304
Meegan, S., & MacPhail, A. (2006). Irish physical educators’ attitude toward teaching students with special educational needs. European Physical Education Review, 12(1), 75–97.
Pritchard, G. (2010). Disabled people as culturally relevant teachers. Journal of Social Inclusion, 1(1), 43–51. DOI:10.36251/josi.4.
Reilly, N. P., Craig, W., Michelle, M., Michelle, T., Gerald, G., & Kelli, J. G. (1998). Teaching evaluations of persons with disabilities differ according to the nature of the disability. The Journal of Rehabilitation, 64 (1), 38–41.
Rousmaniere, K. (2013). Those who can’t, teach: The disabling history of American educators. History of Education Quarterl,y 53(1), 90–103. doi:10.1111/hoeq.12004.
Rust, R., & Sinelnikov, O. (2010). Practicum in a self-contained environment: Pre-service teacher perceptions of teaching students with disabilities. Physical Educator, 67(1), 33.
Safran, S., Safran, J., & Ellis, K. (2003). Intervention ABCs for children with Asperger syndrome. Topics in Language disorders, (23), 154-165.
Sheridan, L., & Suzanne, K. (2014). University teaching with a disability: Student learnings beyond the curriculum. International Journal of Inclusive Education, 18(11), 25.
Simpson, C. G., Gaus, M. D., Biggs, M. J. G., & Williams Jr., J. (2008). Physical education and implications for students with Asperger’s syndrome. Teaching Exceptional Children, (42), 48-56.
Storey, K. (2007). Combating ableism in schools. Preventing School Failure: Alternative Education for Children and Youth, 52 (1), 56–58. doi:10.3200/PSFL.52.1.56-58.
Şahbaz, Ü., & Kalay, G. (2010). Determination of pre-service preschool education teachers' views on mainstreaming. Mehmet Akif Ersoy University Faculty of Education Journal, (19), 116-135.
Tarantino, G., & Makopolou, K. N. (2022). Inclusion of children with special educational needs and disabilities in physical education: A systematic review and meta-analysis of teachers’ attitudes. Educational Research Review, (36) (100456)
Tindall, D., MacDonald, W., Carroll, E., & Moody, B. (2015). Pre-service teachers’ attitudes towards children with disabilities: An Irish perspective. European Physical Education Review, 21(2), 206-221.
Uçar, D. E., Yıldızer, G., Özböke, C., Yılmaz, İ., & Kocaekşi, S. (2019). Öğretmen adaylarının özel gereksinimli bireylere yönelik tutumlarının öğretmenlik branşları ve cinsiyetleri açısından incelenmesi:Anadolu üniversitesi örneği. İnönü Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi, 6(1), 1-13.
Westwood, P. & Graham, L. (2003). Inclusion of students with special needs: Benefits and obstacles perceived by teachers in New South Wales and South Australia. Australian Journal of Learning Disabilities, 8(1), 3–15.
Yaralı, D. (2015). Investigation of pre-service teachers' attitudes towards individuals with special needs in terms of some variables. Journal of Education Faculty, 17(2), 431-455.
Yaralı, D. (2016). Investigation of pre-service teachers' attitudes towards special education course in terms of some variables. Pamukkale University Journal of Institute of Social Sciences, (24), 59-76
Yıldırım, A. (2022). Beden eğitimi öğretmen adaylarının zihinsel engelli bireylerde sporun etkilerine yönelik tutum ve farkındalık düzeylerinin incelenmesi. (Master's thesis, Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü), Konya.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Journal of ROL Sport Sciences
This work is licensed under a Creative Commons Attribution 4.0 International License.
