Teachers in Physical Education linked to disability and inclusion in Peru

Abstract

Regarding future Physical Education (PE) teachers, as with all areas of the curriculum, one should ask what, how and the reasons for their attitudes towards disability and inclusion. This work sought to analyze the attitudes of Peruvian university students in the Physical Education (EEF) major, as well as the factors linked to the attitude of future PE teachers and challenges that are presented to them. A total of 160 university students participated (97 men and 63 women) with an average age of (DT=1.84), belonging to the Pedro Ruiz Gallo National University, the Private University of Chiclayo, the José Faustino Sánchez Carrión National University and the National University of Education. to whom the questionnaire Factors associated with the attitude towards disability in Physical Education students (Palomino and Quispe, 2020) and the Scale of Attitudes towards People with Disabilities (Palomino and Quispe, 2020) were implemented. It was shown that a significant number of PE students have a positive attitude towards disability and inclusion. In addition, prominent indicators for attitude were gender, social experience, and educational level. At the same time, the factors that influence attitude are formative, personal-experiential, and contextual, and some challenges were training, awareness, terminology, and lack of experts.