![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
The purpose of this study was to examine the impact of a 10-week adapted physical activity programme on the attitudes and perceptions of 64 Irish pre-service teachers (aged 19–25) towards teaching children and young people with physical, intellectual, and learning disabilities. Data were collected through written pre-programme expectations, weekly reflective logs, and a final written reflection. Data were analysed qualitatively through reading and rereading the data sources, identifying similarities and differences, themes, and patterns. Results revealed a positive change in attitude and perception toward both the idea of inclusion and working with persons with disabilities. Specifically, pre-programme anxieties diminished, confidence increased, and the benefits of the programme design (combining theory and practice) were realised. The findings of this study support the continued implementation of this type of ‘lived’ learning experience as an integral part of physical education initial teacher education programming in Ireland.
References
Section:
|
Attard, K (2007) Habitual practice vs. the struggle for change: Can informal teacher learning promote ongoing change to professional practice? International Studies in Sociology of Education 17 (1–2): 147–162. Google Scholar | Crossref | |
|
Auxter, D, Pyfer, J, Zittel, L. (2010) Principles and Methods of Adapted Physical Education and Recreation: International Edition (11th ed.). New York, NY: McGraw-Hill. Google Scholar | |
|
Avramidis, E, Norwich, B (2002) Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education 17(2): 129–147. Google Scholar | Crossref | |
|
Block, ME (2007) A Teacher’s Guide to Including Students with Disabilities in General Physical Education (3rd ed.). Baltimore: Paul H. Brookes. Google Scholar | |
|
Block, ME, Obrusníková, I (2007) Inclusion in physical education: A review of the literature from 1995-2005. Adapted Physical Activity Quarterly 24(2): 103–124. Google Scholar | Crossref | Medline | |
|
Brydon-Miller, M, Maguire, P (2009) Participatory action research: Contributions to the development of practitioner inquiry in education. Educational Action Research 17(1): 79–93. Google Scholar | Crossref | |
|
Carroll, A, Forlin, C, Jobling, A (2003) The impact of teacher training in special education on the attitudes of Australian preservice general educators towards people with disabilities. Teacher Education Quarterly 30(3): 65–79. Google Scholar | |
|
Conderman, G, Johnston-Rodriguez, S, Hartman, P. (2013) Honoring voices from beginning special educators for making changes in teacher preparation. Teacher Education and Special Education 36(1): 65–76. Google Scholar | SAGE Journals | |
|
Connors, C, Stalker, K (2007) Children’s experiences of disability: Pointers to a social model of childhood disability. Disability & Society 22(1): 19–33. Google Scholar | Crossref | ISI | |
|
Cousin, G (2003) Threshold concepts, troublesome knowledge and learning about others. Paper presented at the 10th Conference of the European Association for Research on Learning and Instruction (EARLI), Padova, Italy, 26–30 August. Google Scholar | |
|
Crawford, S (2011) An examination of current adapted physical activity provision in primary and special schools in Ireland. European Physical Education Review 17(1): 91–109. Google Scholar | SAGE Journals | ISI | |
|
Doulkeridou, A, Evaggelinou, C, Mouratidou, K. (2011) Attitudes of Greek physical education teachers towards inclusion of students with disabilities in physical education classes. International Journal of Special Education 26(1): 1–11. Google Scholar | |
|
Drudy, S, Kinsella, W (2009) Developing an inclusive system in a rapidly changing European society. International Journal of Inclusive Education 13(6): 647–663. Google Scholar | Crossref | |
|
Elo, S, Kyngäs, H (2008) The qualitative content analysis process. Journal of Advanced Nursing 62(1): 107–115. Google Scholar | Crossref | Medline | ISI | |
|
Feerick, A (1996) Integration: Attitudes of children in mainstream education towards their peers in special classes. REACH Journal of Special Needs Education in Ireland 10(1): 25–36. Google Scholar | |
|
Fejgin, N, Talmor, R, Erlich, I (2005) Inclusion and burnout in physical education. European Physical Education Review 11(1): 29–50. Google Scholar | SAGE Journals | |
|
Fitzgerald, H (2012) ‘Drawing’ on disabled students’ experiences of physical education and stakeholder responses. Sport, Education and Society 17(4): 443–462. Google Scholar | Crossref | ISI | |
|
Folsom-Meek, SL, Rizzo, TL (2002) Validating the physical educators’ attitude toward teaching individuals with disabilities III (PEATID III) survey for future professionals. Adapted Physical Activity Quarterly 19(2): 141–154. Google Scholar | Crossref | Medline | |
|
Frederickson, N, Dunsmuir, S, Lang, J. (2004) Mainstream- special school inclusion partnerships: Pupil, parent and teacher perspectives. International Journal of Inclusive Education 8(1): 37–57. Google Scholar | Crossref | |
|
Hardin, B (2005) Physical education teachers’ reflections on preparation for inclusion. The Physical Educator 62(1): 44–56. Google Scholar | |
|
Hodge, S, Ammah, JOA, Casebolt, K. (2004) High school general physical education teachers’ behaviors and beliefs associated with inclusion. Sport, Education and Society 9(3): 395–419. Google Scholar | Crossref | |
|
Hodge, S, Ammah, JOA, Casebolt, K. (2009) A diversity of voices: Physical education teachers’ beliefs about inclusion and teaching students with disabilities. International Journal of Disability, Development and Education 56(4): 401–419. Google Scholar | Crossref | |
|
Hodge, SR, Jansma, P (2000) Physical education majors’ attitudes toward teaching students with disabilities. Teacher Education and Special Education 23(3): 211–224. Google Scholar | SAGE Journals | |
|
Kearns, H, Shevlin, M (2006) Initial teacher preparation for special educational needs: Policy and practice in the North and South of Ireland. Teacher Development: An International Journal of Teachers’ Professional Development 10(1): 25–42. Google Scholar | |
|
Lambe, J, Bones, R (2006) Student teachers’ attitudes to inclusion: Implications for initial teacher education in Northern Ireland. International Journal of Inclusive Education 10(6): 511–527. Google Scholar | Crossref | |
|
Lave, J, Wenger, E (1991) Situated Learning: Legitimate Peripheral Participation in Communities of Practice. New York: Cambridge University Press. Google Scholar | Crossref | |
|
McCormack, O, O’Flaherty, J (2010) An examination of pre-service teachers’ attitudes towards the inclusion of development education into Irish post-primary schools. Teaching and Teacher Education 26(6): 1332–1339. Google Scholar | Crossref | |
|
Meegan, S, MacPhail, A (2006) Irish physical educators’ attitude toward teaching students with special educational needs. European Physical Education Review 12(1): 75–97. Google Scholar | SAGE Journals | |
|
Morley, D, Bailey, R, Tan, J. (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. Google Scholar | SAGE Journals | |
|
National Disability Authority (2007) Public Attitudes to Disability in Ireland. Dublin: NDA. Google Scholar | |
|
Patton, MQ (2002) Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oaks, CA: Sage Publications. Google Scholar | |
|
Rust, R, Sinelnikov, O (2010) Practicum in a self-contained environment: Pre-service teacher perceptions of teaching students with disabilities. The Physical Educator 67(1): 33–45. Google Scholar | |
|
Shakespeare, T (2013) The social model of disability. In: Davis, LJ (ed.) The Disability Studies Reader (4th ed). New York, NY: Routledge, pp.214–221. Google Scholar | |
|
Sharma, U, Forlin, C, Loreman, T. (2006) Pre-service teachers’ attitudes, concerns and sentiments about inclusive education: An international comparison of the novice pre-service teacher. International Journal of Special Education 21(2): 80–93. Google Scholar | |
|
Shevlin, M, Winter, E, Flynn, P (2012) Developing inclusive practice: Teacher perceptions of opportunities and constraints in the Republic of Ireland. International Journal of Inclusive Education 17(10): 1119–1133. Google Scholar | Crossref | |
|
Smith, A (2004) The inclusion of pupils with special educational needs in secondary school physical education. Physical Education & Sport Pedagogy 9(1): 37–54. Google Scholar | Crossref | |
|
Smith, A, Green, K (2004) Including pupils with special educational needs in secondary school physical education: A sociological analysis of teachers’ views. British Journal of Sociology of Education 25(5): 593–607. Google Scholar | Crossref | |
|
Sokal, L, Woloshyn, D, Funk-Unrau, S (2014) How important is practicum to pre-service teacher development for inclusive teaching? Effects on efficacy in classroom management. Alberta Journal of Educational Research 59(2): 285–298. Google Scholar | |
|
Standal, ØF, Moe, VF (2013) Reflective practice in physical education and physical education teacher education: A review of the literature since 1995. Quest 65(2): 220–240. Google Scholar | Crossref | |
|
Stewart, CC (1990) Effect of practica types in pre-service adapted physical education curriculum on attitudes toward disabled populations. Journal of Teaching in Physical Education 10(1): 76–83. Google Scholar | Crossref | |
|
Stroot, SA, Ko, B (2011) Induction of beginning physical educators into the school setting. In: Kirk, D, Macdonald, D, O’Sullivan, M (eds) The Handbook of Physical Education. London: Sage, pp.424–448. Google Scholar | |
|
Teddlie, C, Yu, F (2007) Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research 1(1): 77–100. Google Scholar | SAGE Journals | ISI | |
|
Travers, J, Balfe, T, Butler, C. (2010) Addressing the Challenges and Barriers to Inclusion in Irish Schools. Report to Research and Development Committee of the Department of Education and Skills. Dublin: DES. Google Scholar | |
|
Utley, BL (2006) Effects of situated learning on knowledge gain of instructional strategies by students in a graduate level course. Teacher Education and Special Education 29(1): 69–82. Google Scholar | SAGE Journals | |
|
Vickerman, P, Coates, JK (2009) Trainee and recently qualified physical education teachers’ perspectives on including children with special educational needs. Physical Education and Sport Pedagogy 14(2): 137–153. Google Scholar | Crossref | |
|
Westwood, P, Graham, L (2003) Inclusion of students with special needs: Benefits and obstacles perceived by teachers in New South Wales and South Australia. Australian Journal of Learning Disabilities 8(1): 3–15. Google Scholar | Crossref |
