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Abstract
The purpose of this study was to analyse the beliefs about inclusion and teaching students with disabilities of physical education teachers from various countries and cultures. The participants were 29 physical education teachers from Ghana (Africa), Japan, the US and Puerto Rico. The research method was explanatory multiple‐case study situated in the theory of planned behaviour. The primary data sources were attitude surveys and interviews. Survey data were analysed with descriptive statistics and the interview data were analysed using a constant comparative method. Results indicate that the teachers’ beliefs tended to vary on inclusion and teaching students with disablities. Paradoxically, they expressed compelling intrinsic motives while voicing a multiplicity of concerns on teaching students with disabilities. They all desired greater opportunities for relevant professional development, which should be made available more frequently by school districts.
Acknowledgement
There was no research funding for this study and no restrictions have been imposed on free access to, or publication of, the research data. The authors would like to thank Christa van Kraayenoord, editor, and Monica Cuskelly, associate editor, of the International Journal of Disability, Development, and Education for providing critical feedback and editing of this article.