Inclusion of children with disabilities and special educational needs in physical education: an exploratory study of factors associated with Irish teachers' attitudes, self-efficacy, and school context.
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| Title: | Inclusion of children with disabilities and special educational needs in physical education: an exploratory study of factors associated with Irish teachers' attitudes, self-efficacy, and school context. |
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| Authors: | Tarantino, Giampiero1,2 tarantig@tcd.ie, Neville, Ross D.2 |
| Source: | Irish Educational Studies. Dec2023, Vol. 42 Issue 4, p487-505. 19p. |
| Subject Terms: | *Children with disabilities, *Special education, *Physical education, Self-efficacy, Cross-sectional method |
| Abstract: | Since the publication of the Education for People with Special Educational Needs Act in 2004, inclusion in Ireland has become a priority for the educational system. Despite the promotion of physical education (PE) as a key setting for facilitating inclusion in schools, research has shown that the children with special educational needs and disabilities are still excluded from PE. Research evidence shows that teachers' attitudes and self-efficacy and the broader school context within which teachers work are among the most important factors facilitating inclusion in PE. Therefore, the aim of this study was to explore teachers' attitudes towards inclusion, self-efficacy in delivering inclusive pedagogies, and perceptions about whether inclusion was supported within the schools. A cross-sectional design was used, and a questionnaire was sent to Irish PE teachers. Results of this study showed that teachers' attitudes were positively correlated to the number of different types of disabilities in PE class. It was found that secondary school teachers had higher self-efficacy levels than their primary school colleagues. Findings from this study revealed that teachers who had frequent personal contact with SEND people showed more positive perceptions about the extent to which inclusion was supported in the school within which they worked. [ABSTRACT FROM AUTHOR] |
| Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 173779691 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Inclusion of children with disabilities and special educational needs in physical education: an exploratory study of factors associated with Irish teachers' attitudes, self-efficacy, and school context. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tarantino%2C+Giampiero%22">Tarantino, Giampiero</searchLink><relatesTo>1,2</relatesTo><i> tarantig@tcd.ie</i><br /><searchLink fieldCode="AR" term="%22Neville%2C+Ross+D%2E%22">Neville, Ross D.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Irish+Educational+Studies%22">Irish Educational Studies</searchLink>. Dec2023, Vol. 42 Issue 4, p487-505. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Physical+education%22">Physical education</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-sectional+method%22">Cross-sectional method</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Since the publication of the Education for People with Special Educational Needs Act in 2004, inclusion in Ireland has become a priority for the educational system. Despite the promotion of physical education (PE) as a key setting for facilitating inclusion in schools, research has shown that the children with special educational needs and disabilities are still excluded from PE. Research evidence shows that teachers' attitudes and self-efficacy and the broader school context within which teachers work are among the most important factors facilitating inclusion in PE. Therefore, the aim of this study was to explore teachers' attitudes towards inclusion, self-efficacy in delivering inclusive pedagogies, and perceptions about whether inclusion was supported within the schools. A cross-sectional design was used, and a questionnaire was sent to Irish PE teachers. Results of this study showed that teachers' attitudes were positively correlated to the number of different types of disabilities in PE class. It was found that secondary school teachers had higher self-efficacy levels than their primary school colleagues. Findings from this study revealed that teachers who had frequent personal contact with SEND people showed more positive perceptions about the extent to which inclusion was supported in the school within which they worked. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=173779691 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03323315.2023.2260999 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 487 Subjects: – SubjectFull: Children with disabilities Type: general – SubjectFull: Special education Type: general – SubjectFull: Physical education Type: general – SubjectFull: Self-efficacy Type: general – SubjectFull: Cross-sectional method Type: general Titles: – TitleFull: Inclusion of children with disabilities and special educational needs in physical education: an exploratory study of factors associated with Irish teachers' attitudes, self-efficacy, and school context. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tarantino, Giampiero – PersonEntity: Name: NameFull: Neville, Ross D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 03323315 Numbering: – Type: volume Value: 42 – Type: issue Value: 4 Titles: – TitleFull: Irish Educational Studies Type: main |
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