Physical education students’ attitudes and self‐efficacy towards the participation of children with special needs in regular classes

Abstract

The purpose of the present study was to investigate the relationship between personal variables of physical education students and their attitudes towards participation of children with disabilities and self‐efficacy (SE) in teaching students with disabilities in regular classes. A total 153 PE majors (95 females and 58 males) participated in the study. A 15‐item attitude instrument and a 15‐item SE instrument concerning dilemmas during educational tasks were administered as a part of the didactic assignments. Factor analysis revealed one challenge and two threat factors in the attitude instrument. The statistical analysis revealed significant effects on attitudes to gender (females higher than males) and years in college (advanced students higher than novices). Significant effects on SE were found in the coursework, previous experience and years in college variables. SE was inversely related to both threat factors of the attitude instrument (r = − 0.42 and − 0.43 respectively).

Keywords:

• Inclusion
• Teacher preparation
• Attitudes
• Self‐efficacy
• Children with disabilities

Notes

THENAPA: Thematic Network for Educational and Social integration of Persons with a Disability through Adapted Physical Activity (2004) ADAPT II: examples of good practice in adapted physical activity (CD‐ROM): available Professor H. Van Coppenolle, University of Leuven, Faculty for Physical Education and Physiotherapy, Belgium.