ATTITUDES OF PRE-SERVICE TEACHERS IN AN AUSTRALIAN UNIVERSITY TOWARDS INCLUSION OF STUDENTS WITH PHYSICAL DISABILITIES IN GENERAL PHYSICAL EDUCATION PROGRAMS

Abstract

Attitudes of teachers are an important determinant of behaviour in educational settings (Avramidis & Norwich, 2002). The aim of this study was to describe the attitudes and determine predictors of intentions in pre-service teachers in Australia toward inclusion of students with physical disabilities in general physical education classes. The Attitudes Towards Individuals with Physical Disabilities in Physical Education-Revised (ATIPDPE-R) instrument, based upon the Theory of Planned Behaviour (Ajzen, 1991) was used to measure the attitudes of pre-service teachers from first and fourth year primary and physical education courses at a University in Australia. 230 participants, including 177 females, 53 males with an average age of 20.94 years took part in the study. Although no significant differences were found between year groups or subject majors, results found positive attitudes of pre-service teachers towards inclusion (Primary ATT (attitude) mean = 78.41; PE ATT mean = 75.27). Attitudes were found to account for 20% of variance of intentions (r² = 0.208), and when attitudes, subjective norm and gender were combined, these accounted for 26% of prediction of intention (r² = 0.258).