ATTITUDES OF IN-SERVICE PHYSICAL EDUCATORS TOWARD TEACHING CHILDREN WITH PHYSICAL DISABILITIES IN GENERAL PHYSICAL EDUCATION CLASSES IN CYPRUS

Abstract

Over the last two decades the idea of inclusion of students with special educational needs (SEN) in general schools has become increasingly the focus of Inclusive education in Cyprus. The passage of new laws mandating school inclusion, the new educational physical education curriculum as well as the attention that has been given to physical education teachers' training, are significant changes towards school inclusion. The aim of this study was to identify the attitudes, and predictors of attitudes, of in service Cypriot secondary school physical education teachers towards the inclusion of students with physical disabilities in general physical education (GPE) classes. The Greek translated version of the questionnaire ATIPDPE-GR (Doulkeridou, Evaggelinou & Kudlacek, 2010) originally developed by Kudlacek, Valkova, Sherrill, Myers and French (2002) was used. The instrument was designed based on the "Theory of Planned Behavior" (TPB) by Ajzen (1991). Statistical analysis included one way analysis of variance (ANOVA). Stepwise multiple regression demonstrated the percentage of variability of variance of intention as explained by the Attitude Toward Behavior and Perceived Behavioral Control subscales (R Square = 0,547). The Perceived Behavioral Control had the strongest correlation on intention to include students with physical disabilities in general Physical Education (p < 0.01). The subscale Attitude toward Behavior had the second strongest correlation on intention to include students with physical disabilities in general Physical Education (p < 0.05). In addition, results show no significant difference between females and males towards intention for inclusion.