18
Views
0
CrossRef citations to date
0
Altmetric
Research Article

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

ORCID Icon, , , &
Received 05 Feb 2024, Accepted 01 Jun 2024, Published online: 21 Jun 2024

References

  • Adamková, G. 2021. Test-Retest Reliability of the Czech Version of the Questionnaire PESEISD-A (Physical Educators’ Self-Efficacy toward Including Students with Disabilities-Autism), [dissertation]. Olomouc, Czechia: Palacky University.
  • Angelides, P., T. Stylianou, and P. Gibbs. 2006. “Preparing Teachers for Inclusive Education in Cyprus.” Teaching and Teacher Education 22 (4): 513–522. https://doi.org/10.1016/j.tate.2005.11.013.
  • Antala, B., M. Průžek, and M. Popluhárová. 2022. “Self-Efficacy and Attitudes of Physical Education Teachers towards Inclusion of Pupils with Disabilities.” Sustainability 14 (20): 13292. https://doi.org/10.3390/su142013292.
  • Avramidis, E., A. Toulia, C. Tsihouridis, and V. Strogilos. 2019. “Teachers’ Attitudes towards Inclusion and Their Self‐Efficacy for Inclusive Practices as Predictors of Willingness to Implement Peer Tutoring.” Journal of Research in Special Educational Needs 19 (S1): 49–59. https://doi.org/10.1111/1471-3802.12477.
  • Bandura, A. 2006. “Guide for Constructing Self-Efficacy Scales.” In Self-Efficacy Beliefs in Adolescents, edited by F. Pajares and T. Urdan, vol. 5, 307–337. Greenwich, CT: Information Age.
  • Beamer, J. A., and J. Yun. 2014. “Physical Educators’ Beliefs and Self-Reported Behaviors toward Including Students with Autism Spectrum Disorder.” Adapted Physical Activity Quarterly 31 (4): 362–376. https://doi.org/10.1123/apaq.2014-0134.
  • Block, M. E., and I. Obrusnikova. 2007. “Inclusion in Physical Education: A Review of the Literature from 1995-2005.” Adapted Physical Activity Quarterly 24 (2): 103–124. https://doi.org/10.1123/apaq.24.2.103.
  • Cook, A., and J. Ogden. 2022. “Challenges, Strategies and Self-Efficacy of Teachers Supporting Autistic Pupils in Contrasting School Settings: A Qualitative Study.” European Journal of Special Needs Education 37 (3): 371–385. https://doi.org/10.1080/08856257.2021.1878659.
  • Favoretto, L., C. M. Mowling, J. Belisario, R. Spurling, M. Hagensick, and M. M. Pangelinan. 2019. “Behavioral Supports to Increase Skill Learning, on-Task Behavior, and Enjoyment of an Adapted Tennis Program (ACEing Autism) for Children and Adolescents with Autism Spectrum Disorder.” Palaestra 33 (4): 44–52.
  • Fennell, B., and K. Dillenburger. 2018. “Applied Behaviour Analysis: What Do Teachers of Students with Autism Spectrum Disorder Know.” International Journal of Educational Research 87: 110–118. https://doi.org/10.1016/j.ijer.2016.06.012.
  • Fittipaldi-Wert, J., and C. M. Mowling. 2009. “Using Visual Supports for Students with Autism in Physical Education.” Journal of Physical Education, Recreation & Dance 80 (2): 39–43. https://doi.org/10.1080/07303084.2009.10598281.
  • Gilbert, E. N. 2019. “Designing Inclusive Physical Education with Universal Design for Learning.” Journal of Physical Education, Recreation & Dance 90 (7): 15–21. https://doi.org/10.1080/07303084.2019.1637305.
  • Goodwin, D. L., B. Rossow-Kimball, and M. Connolly. 2022. “Students’ Experiences of Paraeducator Support in Inclusive Physical Education: Helping or Hindering?” Sport, Education and Society 27 (2): 182–195. https://doi.org/10.1080/13573322.2021.1931835.
  • Groffik, D., J. Mitáš, L. Jakubec, Z. Svozil, and K. Frömel. 2020. “Adolescents’ Physical Activity in Education Systems Varying in the Number of Weekly Physical Education Lessons.” Research Quarterly for Exercise and Sport 91 (4): 551–561. https://doi.org/10.1080/02701367.2019.1688754.
  • Haegele, J. A., and A. J. Maher. 2022. “Male Autistic Youth Experiences of Belonging in Integrated Physical Education.” Autism: The International Journal of Research and Practice 26 (1): 51–61. https://doi.org/10.1177/13623613211018637.
  • Healy, S., R. Msetfi, and S. Gallagher. 2013. “Happy and a Bit Nervous’: The Experiences of Children with Autism in Physical Education.” British Journal of Learning Disabilities 41 (3): 222–228. https://doi.org/10.1111/bld.12053.
  • Herzig Johnson, S. 2023. “The Role of Teacher Self-Efficacy in the Implementation of Inclusive Practices.” Journal of School Leadership 33 (5): 516–534. https://doi.org/10.1177/10526846231174147.
  • Jones, C., and S. Symeonidou. 2017. “The Hare and the Tortoise: A Comparative Review of the Drive towards Inclusive Education Policies in England and Cyprus.” International Journal of Inclusive Education 21 (7): 775–789. https://doi.org/10.1080/13603116.2017.1283715.
  • Keenan, M., K. Dillenburger, H. R. Röttgers, K. Dounavi, S. L. Jónsdóttir, P. Moderato, J. J. Schenk, J. Virués-Ortega, L. Roll-Pettersson, and N. Martin. 2015. “Autism and ABA: The Gulf between North America and Europe.” Review Journal of Autism and Developmental Disorders 2 (2): 167–183. https://doi.org/10.1007/s40489-014-0045-2.
  • Kingsdorf, S., and K. Pancocha. 2023. “Learning from the Czech Republic’s Experiences with Growing Applied Behavior Analysis Services for Children with Autism.” European Journal of Behavior Analysis 24 (1-2): 154–169. https://doi.org/10.1080/15021149.2022.2164827.
  • Kingsdorf, S., K. Pančocha, J. Troshanska, and T. R. Rasimi. 2024. “Examining the Perceptions of Needs, Services and Abilities of Czech and North Macedonian Caregivers of Children with Autism and Trainers.” International Journal of Developmental Disabilities 70 (3): 479–492. https://doi.org/10.1080/20473869.2022.2111970.
  • Kodish, S., P. H. Kulinna, J. Martin, R. Pangrazi, and P. Darst. 2006. “Determinants of Physical Activity in an Inclusive Setting.” Adapted Physical Activity Quarterly 23 (4): 390–409. https://doi.org/10.1123/apaq.23.4.390.
  • Koh, Y. 2018. “A Strategy to Improve Pre-Service Teachers’ Self-Efficacy towards Inclusive Physical Education for Students with Intellectual Disability and Autism.” International Journal of Inclusive Education 22 (8): 839–855. https://doi.org/10.1080/13603116.2017.1412511.
  • Kudláček, M., L. Baloun, and O. Ješina. 2020. “The Development and Validation of Revised Inclusive Physical Education Self-Efficacy Questionnaire for Czech Physical Education Majors.” International Journal of Inclusive Education 24 (1): 77–88. https://doi.org/10.1080/13603116.2018.1451562.
  • Lamb, P., D. Firbank, and D. Aldous. 2016. “Capturing the World of Physical Education through the Eyes of Children with Autism Spectrum Disorders.” Sport, Education and Society 21 (5): 698–722. https://doi.org/10.1080/13573322.2014.941794.
  • Li, C., N. K. Wong, R. K. Sum, and C. W. Yu. 2019. “Preservice Teachers’ Mindfulness and Attitudes toward Students with Autism Spectrum Disorder: The Role of Basic Psychological Needs Satisfaction.” Adapted Physical Activity Quarterly 36 (1): 150–163. https://doi.org/10.1123/apaq.2018-0044.
  • Lloyd, K. E. 1994. “Do as I Say, Not as I Do.” The Behavior Analyst 17 (1): 131–139. https://doi.org/10.1007/BF03392658.
  • Loreman, T., C. Earle, U. Sharma, and C. Forlin. 2007. “The Development of an Instrument for Measuring Pre-Service Teachers’ Sentiments, Attitudes, and Concerns about Inclusive Education.” International Journal of Special Education 22 (1): 150–159.
  • Marron, S., F. Murphy, V. Pitsia, and C. Scheuer. 2021. “Inclusion in Physical Education in Primary Schools in Europe through the Lens of an Erasmus + Partnership.” Education 3-13 51 (5): 715–730. https://doi.org/10.1080/03004279.2021.2002382.
  • McNamara, S. W., S. Healy, M. Bittner, and J. Blagrave. 2022. “Physical Educators’ Experiences and Perceptions towards Teaching Autistic Children: A Mixed Methods Approach.” Sport, Education and Society 28 (5): 522–535. https://doi.org/10.1080/13573322.2022.2052835.
  • Morley, D., R. Bailey, J. Tan, and B. Cooke. 2005. “Inclusive Physical Education: Teachers’ Views of Including Pupils with Special Educational Needs and/or Disabilities in Physical Education.” European Physical Education Review 11 (1): 84–107. https://doi.org/10.1177/1356336X05049826.
  • National Council of Disability Organizations of Macedonia. 2011. Findings and Conclusion of the Held Roundtable for Education. Skopje: Helsinki Committee for Human Rights of the Republic of Macedonia.
  • O’Brien, D., M. Kudláček, and P. D. Howe. 2009. “A Contemporary Review of English Language Literature on Inclusion of Students with Disabilities in Physical Education: A European Perspective.” European Journal of Adapted Physical Activity 2 (1): 46–61. https://doi.org/10.5507/euj.2009.004.
  • Perfect Project. n.d. Perfect Project. https://perfectproject.org
  • Popeska, B. 2015. “Competences of Teachers from the Aspect of Physical Education.” Proceedings of the Scientific-Professional Tribune “Teacher’s Competencies and Professional Development in the 21st Century, 71–79.
  • Rekaa, H., H. Hanisch, and B. Ytterhus. 2019. “Inclusion in Physical Education: Teacher Attitudes and Student Experiences. A Systematic Review.” International Journal of Disability, Development and Education 66 (1): 36–55. https://doi.org/10.1080/1034912X.2018.1435852.
  • Simpson, R. L., N. A. Mundschenk, and L. J. Heflin. 2011. “Issues, Policies, and Recommendations for Improving the Education of Learners with Autism Spectrum Disorders.” Journal of Disability Policy Studies 22 (1): 3–17. https://doi.org/10.1177/1044207310394850.
  • Stankovska, G., and I. Memedi. 2020. “The Right to Inclusive Education for Children with Disabilities in the Republic of North Macedonia: Opportunities and Challenges.” Society Register 4 (4): 209–226. https://doi.org/10.14746/sr.2020.4.4.10.
  • Taliaferro, A., M. Block, N. Harris, and J. Krause. 2010. Physical educators’ self-efficacy toward including students with disabilities-autism version 8.2. Unpublished survey instrument.
  • Thomson, K. 2002. “Differentiating Integration: Special Education in the Russian Federation.” European Journal of Special Needs Education 17 (1): 33–47. https://doi.org/10.1080/08856250110099006.
  • Tsangaridou, N. 2017. “Early Childhood Teachers’ Views about Teaching Physical Education: Challenges and Recommendations.” Physical Education and Sport Pedagogy 22 (3): 283–300. https://doi.org/10.1080/17408989.2016.1192593.
  • UNICEF. 2020. Child online access and rights: North Macedonia 2020 country report. https://www.unicef.org/media/101081/file/North-Macedonia-2020-COAR.pdf
  • van Kessel, R., R. Hrzic, K. Czabanowska, A. Baranger, N. Azzopardi-Muscat, N. Charambalous-Darden, C. Brayne, S. Baron-Cohen, and A. Roman-Urrestarazu. 2020. “Autism and education—international policy in small EU states: Policy mapping in Malta, Cyprus, Luxembourg and Slovenia.” European Journal of Public Health 30 (6): 1078–1083. https://doi.org/10.1093/eurpub/ckaa146.
  • Vincent, J., and K. Ralston. 2020. “Trainee teachers’ knowledge of autism: Implications for understanding and inclusive practice.” Oxford Review of Education 46 (2): 202–221. https://doi.org/10.1080/03054985.2019.1645651.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.