Disabilities

There is more and more research being done about how Physical education teachers feel and deal with the inclusion of kids with disabilities. Many teachers feel unprepared for the job of working with disabled children. This article focuses on the beliefs of teachers who teach in an inclusive program for kids with disabilities. In the research, some of the recurring themes that were found are teaching practice troubled, dependent self-efficacy, contradictions, and internal motives. Teaching practice troubled means that the teachers had a hard time adapting the class to kids with higher levels of disability. Mostly the difficulty came with the time that must be devoted to the disabled kids. It leaves less time for the rest of the class as a whole to get the directions they need. The teachers have a hard time maintaining order in the class when attention has to be given to the disabled students. Dependent Self-efficacy was higher for the teachers that were properly trained in this area and had more years of experience with teaching disabled students. The less trained and less experienced teachers struggled more with feeling like they have the ability to do it on there own. Contradictions means that teachers how a positive view and negative view of integration of disabled students. The interaction of the disabled students and non-disabled students was positive but teachers reported that the disabled students often were disruptive and sometimes have to be separated form there classmates. The teachers value the interaction between the students and think that the inclusive classes are to be valued. Lastly the teachers showed to be intrinsically motivated to help the students with disabilities succeed because of the desire to see every student succeed. This article shows how important it is to have schooling and education on how to integrate disabled students into the PE classroom. My classes that focus inclusive teaching are good for me to have because the more I know the better I will be able to control the class and make quicker adaption’s for the disabled students. I will graduate with much more education in this area then many other teachers, which will help to make me a better teacher and understand the kid’s needs (Casebolt & Hodge, 2010).

Casebolt, K. M., & Hodge, S.R. (2010) High school physical education teachers' beliefs

about teaching students with mild to severe disabilities. //The Physical Educator,// 140-

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