A Diversity of Voices: Physical Education Teachers' Beliefs about Inclusion and Teaching Students with Disabilities

Autor/inn/en	Hodge, Samuel; Ammah, Jonathan O. A.; Casebolt, Kevin M.; LaMaster, Kathryn; Hersman, Bethany; Samalot-Rivera, Amaury; Sato, Takahiro
Titel	A Diversity of Voices: Physical Education Teachers' Beliefs about Inclusion and Teaching Students with Disabilities
Quelle	In: International Journal of Disability, Development and Education, 56 (2009) 4, S.401-419 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
Schlagwörter	Foreign Countries; Physical Education Teachers; Teacher Attitudes; Attitudes toward Disabilities; Special Needs Students; Inclusive Schools; Mainstreaming; Cross Cultural Studies; Cultural Differences; Behavioral Science Research; Surveys; Interviews; Motivation; Faculty Development; California; Ghana; Japan; Ohio; Pennsylvania; Puerto Rico; United States + Suchen Sie Ihr Suchwort? Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Sonderpädagogischer Förderbedarf; Inclusive school; Integrative Schule; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; psychologische; Motivation (psychologisch); Kalifornien; USA
Abstract	The purpose of this study was to analyse the beliefs about inclusion and teaching students with disabilities of physical education teachers from various countries and cultures. The participants were 29 physical education teachers from Ghana (Africa), Japan, the US and Puerto Rico. The research method was explanatory multiple-case study situated in the theory of planned behaviour. The primary data sources were attitude surveys and interviews. Survey data were analysed with descriptive statistics and the interview data were analysed using a constant comparative method. Results indicate that the teachers' beliefs tended to vary on inclusion and teaching students with disabilities. Paradoxically, they expressed compelling intrinsic motives while voicing a multiplicity of concerns on teaching students with disabilities. They all desired greater opportunities for relevant professional development, which should be made available more frequently by school districts. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10