Swedish Primary-School Teachers' Attitudes to Inclusion--The Case of PE and Pupils with Physical Disabilities

Autor/inn/en	Jerlinder, Kajsa; Danermark, Berth; Gill, Peter
Titel	Swedish Primary-School Teachers' Attitudes to Inclusion--The Case of PE and Pupils with Physical Disabilities
Quelle	In: European Journal of Special Needs Education, 25 (2010) 1, S.45-57 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
Schlagwörter	Physical Education; Inclusive Schools; Physical Disabilities; Special Needs Students; Teacher Attitudes; Foreign Countries; Teacher Influence; Physical Education Teachers; Mainstreaming; Questionnaires; Gender Differences; Age Differences; Teaching Experience; Teacher Education; Job Satisfaction; Elementary School Teachers; Sweden + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Inclusive school; Integrative Schule; Physical handicap; Körperbehinderung; Sonderpädagogischer Förderbedarf; Lehrerverhalten; Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Fragebogen; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Lehrerausbildung; Lehrerbildung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schweden
Abstract	Teachers play a decisive role in making inclusive education a reality. The particular case of inclusion in physical education (PE) poses a specific challenge to teaching practice. How PE teachers view inclusion may provide special insights into teachers' general attitudes toward inclusion and inclusive practices in the general school curriculum. The aim of this study is to investigate Swedish PE teachers' attitudes to inclusion of pupils with physical disabilities in mainstream PE classes at primary school. The sampling frame was members of the Swedish Teachers' Union who had registered themselves as PE teachers and who indicated a current e-mail address (n = 560). Respondents were invited to complete an e-mail questionnaire with questions covering demographics, general attitudes, support from school management and staff, possible hindrances and personal experiences of inclusion. A total of 221 teachers (39%) responded, equal numbers of males and females with a bimodal age distribution (means of 28 and 44) with an average of eight years of service. On average, Swedish PE teachers are very positive to inclusion of pupils with physical disabilities into general PE. Gender, age, years of service and work satisfaction had no impact on general opinions of inclusive PE. PE teachers with actual previous experience of teaching pupils with physical disabilities were slightly more positive to inclusive PE. Stepwise multiple regressions were used to establish a predictive model of positive attitudes to inclusion based on: (1) having adequate training; (2) having general school support (from management and staff); and (3) demands on resources. This yielded an adjusted R[squared] that explained 33% of variation in attitudes. (Contains 4 tables, 1 figure and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10