Inclusion of students with special needs from the perspective of the physical education teacher
DOI:
https://doi.org/10.55040/yqh8yg50Keywords:
inclusive, Physical Education, students with disabilitiesAbstract
Physical Education at the primary level plays an important role in promoting inclusive learning environments where all learners, including those with special needs, are provided opportunities to participate in physical activities and social interaction. This study aims to determine the views of physical education teachers regarding the integration of students with special needs in physical education classes. Utilizing a mixed-methods design, the study collected quantitative data using an adapted version of the ATTAS-mm and qualitative data through open-ended questionnaires. The survey evaluated teachers’ cognitive, affective, and behavioral attitudes toward inclusive physical education. The results indicate generally affirmative attitudes toward the inclusion of students with special needs, with teachers strongly agreeing that children with low to moderate disabilities should be included in regular classes. However, several challenges were identified, including student reluctance, limited resources, and concerns related to health and safety. The qualitative findings further revealed significant themes such as equal opportunities, empathy, respect, and the importance of belongingness. Teachers also emphasized the need for improved professional development and greater provision of resources to effectively support inclusive practices. The findings suggest that while teachers demonstrate strong commitment to inclusive education, additional institutional support is necessary to address practical barriers and strengthen the implementation of inclusive physical education.
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