ATTITUDES OF IN-SERVICE PHYSICAL EDUCATORS TOWARD TEACHING CHILDREN WITH PHYSICAL DISABILITIES IN GENERAL PHYSICAL EDUCATION CLASSES IN CYPRUS

Ioanna Fournidou, Martin Kudlacek, Christina Evagellinou

Abstract


Over the last two decades the idea of inclusion of students with special educational needs (SEN) in
general schools has become increasingly the focus of Inclusive education in Cyprus. The passage of
new laws mandating school inclusion, the new educational physical education curriculum as well as
the attention that has been given to physical education teachers’ training, are significant changes
towards school inclusion. The aim of this study was to identify the attitudes, and predictors of
attitudes, of in service Cypriot secondary school physical education teachers towards the inclusion
of students with physical disabilities in general physical education (GPE) classes. The Greek
translated version of the questionnaire ATIPDPE-GR (Doulkeridou, Evaggelinou & Kudlacek,
2010) originally developed by Kudlacek, Valkova, Sherrill, Myers and French (2002) was used.
The instrument was designed based on the “Theory of Planned Behavior” (TPB) by Ajzen (1991).
Statistical analysis included one way analysis of variance (ANOVA). Stepwise multiple regression
demonstrated the percentage of variability of variance of intention as explained by the Attitude
Toward Behavior and Perceived Behavioral Control subscales (R Square = 0,547). The Perceived
Behavioral Control had the strongest correlation on intention to include students with physical
disabilities in general Physical Education (p < 0.01). The subscale Attitude toward Behavior had the
second strongest correlation on intention to include students with physical disabilities in general
Physical Education (p < 0.05). In addition, results show no significant difference between females
and males towards intention for inclusion.

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