Academic journal article Research Quarterly for Exercise and Sport

Relationships of Content of Introductory Adapted Physical Education Course to Preservice Teacher Attitudes toward Teaching Learners with Disabilities

Academic journal article Research Quarterly for Exercise and Sport

Relationships of Content of Introductory Adapted Physical Education Course to Preservice Teacher Attitudes toward Teaching Learners with Disabilities

Article excerpt

Sherry L. Folsom-Meek, Minnesota State University-Mankato, and Ruth J. Nearing, St. Cloud State University

This study determined if any course content variables of the introductory adapted physical education (IAPE) course discriminate between preservice physical education teachers' (PPETs) attitudes toward teaching learners labeled with behavioral disorders (BD), mild mental retardation (MiMR), and learning disabilities (LD). Instructors (N = 236) from institutions of higher education in 47 states completed questionnaires. Course content percentages included: information on disabilities (99%), inclusion (99%), legislative base (96%), disability sport (93%), simulation activities (82%), videos about people with disabilities (80%), speakers who work with people with disabilities (73%), and speakers with disabilities (60%). The majority of instructors (73%) required hands-on experiences with people with disabilities; the two most common number of hours required were: 6-10 (24%) and [greater than] 20 (24%). Some 45% of instructors taught other APE courses. Preservice personnel enrolled in the IAPE course at institutio ns of higher education in 47 states completed the PEATID-III Preservice Version [PS] (Rizzo, 1993) during the last two weeks of the term. For each instructor, a class average score of PPETs taking the course was obtained from the PEATID-III Preservice Version [PS] (Rizzo, 1993); this score was divided at the median. …

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