Research Quarterly for Exercise and Sport · 2007 · 26 citations · 0 references
EducationPhysical EducationSpecial EducationAdapted Physical EducationInclusive EducationPhysical DisabilitiesDisability InclusionEducation For Children With DisabilitiesInclusive Physical EducationInclusive PracticeInclusive TeachingSport ParticipationAcademic PreparationEducational ProgramsInclusion AttitudesInclusion In Physical EducationPhysical Disability EducationPhysical Disability InclusionTeacher Attitudes Toward InclusionTeacher Preparation For Inclusion
The purpose of this study was to compare attitudes of final year students in teacher preparation programs in Hong Kong and Taiwan toward including students with disabilities into regular settings, and to further examine the influences of attitudes on the development of adapted physical education programs. A 15-item questionnaire was used to investigate students’ attitudes and concerns toward inclusion. Seventy-seven students from Hong Kong and Taiwan participated in this study. The results of the survey indicated that students in Hong Kong and Taiwan philosophically support inclusion, although there were many concerns and different opinions regarding inclusion. The survey indicated that students from both locations though special schools and teachers with special training will provide better education for students with disabilities than general teachers, and indicated the needs for more academic preparation for inclusion. The findings also suggest that without well prepared support services and other accommodations, students with disabilities will not benefit from these educational environments.