Factors influencing physical educators’ attitudes toward teaching students with disabilities

• Main Authors: Jr-Chiuan Tsai, 蔡志權
• Other Authors: Sheng-Kuang Wu
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/40206815543816270976

碩士 === 國立臺灣體育學院 === 體育研究所 === 91 === ABSTRACT 　　The purpose of this study was to examine the association between demographic attributes (gender, age, year of teaching physical education, experience of teaching students with disabilities, adapted physical education courses, special education courses, rate the quality of teaching experience, perceived competence, official job, educational background, major, and athletic background) of physical educators and their attitudes toward teaching students with disabilities (emotional/behavioral disorder, mild-moderate mentally impaired, moderate-severely mentally impaired, visual disability, physical disability, learning disability, hearing disability, and body weakness). 　　Physical educators (n = 477) were asked to complete the Chinese edition of the Physical Educators’ Attitudes Toward Teaching Individuals with Disabilities (PEATID) survey that revised from Rizzo’s (1993) PEATID-Ⅲ. Data were analyzed through t-test, one-way ANOVA, Scheffe’s method, and stepwise multiple-regression procedures. 　　The results regarding the three questions addressed in this study were summarized as follows. 1.Four variables were significantly correlated with attitudes toward teaching students with disabilities: experience of teaching students with disabilities, special education courses, rate the quality of teaching experience and perceived competence. 2.Perceived competence was the most significant predictor of favorable attitudes. Special education credit was the second most significant attribute, followed by experience of teaching students with disabilities. 3.Attitudes toward teaching students with disabilities varied as a function of disabled condition, students with body weakness were viewed more favorably than other types of disabilities. According to the result in this study, physical educators’ attitudes toward teaching students with disabilities tend to be negative. Consequently, it may be important to enhance the physical educators’ knowledge and experience about teaching students with disabilities in the future academic preparation and in-service education, and to promote the quality of physical education toward teaching disabled students.