A strategy to improve pre-service teachers’ self-efficacy towards inclusive physical education for students with intellectual disability and autism

ABSTRACT

This study sought to investigate the effect of adapted physical education (APE) courses and practica on pre-service teachers’ self-efficacy (SE) towards inclusive physical education (PE) for students with intellectual disability (ID) and autism. Three hundred and fifty-six students (male = 254, female = 102) enrolled in adapted physical education teacher education (APETE) programmes in Korea participated in a specially developed survey which was analysed using multilevel modeling. The results of a multilevel modeling analysis revealed that APE courses and practica do indeed have a significant effect on the pre-service teachers’ SE towards teaching students with ID and autism in general PE classes. Study participants reported that taking more than 15 APE credits significantly improved their level of SE.

KEYWORDS:

• Intellectual disability
• autism
• inclusion
• self-efficacy theory
• adapted physical education
• campus-based practicum

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

YoungHwan Koh is a lecturer in Korea national sport university. His research focus has been on including students with disabilities in general physical education and pre-service physical education teacher education.