Investigating reported self-efficacy, attitudes, challenges, and knowledge of physical educators of autistic children across Europe

Abstract

Throughout Europe, autistic children are increasingly supported in the inclusive classroom. However, little is known about physical educators’ preparation to support student diversity. Historically, European countries newer to the adoption of inclusivity, such as the Czech Republic, Cyprus, and North Macedonia, have less standardized practices in place for meaningful inclusion. As a result, physical educators may not have received needed training. To further investigate this, a survey was conducted to examine self-assessed knowledge and attitudes with 209 physical educators. Analysis of their responses showed moderate levels of self-efficacy. However, a novel look at challenges and practices verified that respondents do not consider themselves skilled in implementing strategies for supporting autistic children in inclusive physical education classrooms. The findings suggest that more substantial work is needed to develop empirically grounded preservice and continuing education programs and foster regulations surrounding evidence-based pedagogy.

Keywords:

• Autism
• European Union
• physical education
• inclusion
• behavior management

Disclosure statement

The authors have no conflict of interest or disclosures to declare.

Data availability statement

The data that support the findings of this study are available upon reasonable request.

Additional information

Funding

The authors would like to acknowledge the funding of the European Union through the ERASMUS + program for project number KA220-SCH-D6D31EDD: Perfect: An Autism and Behavior Management Training for P.E. Schoolteachers and the hard work of all participating team members.