Children’s Attitudes towards Inclusion of Visually Impaired Students in Physical Education Classes: Gender Differences
DOI:
https://doi.org/10.17309/tmfv.2022.3.18Keywords:
girls, boys, inclusive physical education, visual impairment, general attitudes, sport-specific attitudesAbstract
Study purpose. The study purpose was to investigate gender differences in children’s attitudes toward the inclusion of a student with visual impairment in physical education classes.
Materials and methods. The study sample comprised 419 able-bodied primary school students in 6th to 9th grade (boys, n=204, mean age 13.23±1.17 years; girls, n=215, mean age 13.08±1.19 years). A modified version of the standardized attitudinal questionnaire CAIPE-R for the inclusion of visually impaired (VI) students was used as a research method. The internal reliability of CAIPE-R was measured using Cronbach’s α. The Shapiro-Wilk test was used to assess the normality of sample distribution. The non-parametric Mann-Whitney U-test was used to assess differences between boys and girls, and the Wilcoxon Signed-Rank test assessed differences between general and sport-specific attitudes.
Results. Boys presented rather neutral or indifferent (mean scores 3.19, 3.44 points) attitudes, and girls had slightly positive (mean scores 3.59, 3.74 points) attitudes toward inclusive physical education (PE). Girls, compared to boys, expressed more positive general (U=16786, p=0.000) as well as sport-specific (U=16586, p=0.003) attitudes towards the inclusion of the VI student in PE classes. Both groups of children declared more positive general attitudes than sport-specific attitudes towards the inclusion of VI students (boys, Z=-4.230, p=0.000; girls, Z=-3.015, p=0.003).
Conclusions. Girls expressed more positive general and sport-specific attitudes towards the inclusion of VI students in PE classes than boys. Boys’ attitudes were only neutral or indifferent, and girls’ attitudes were only moderately positive. Both genders declared more positive general attitudes towards the inclusion of VI students in PE classes compared to sport-specific attitudes. Taking into consideration the above, to find the most appropriate solutions as regards the inclusion of students with different kinds of disabilities in PE classes, it is necessary to learn more about the attitudes towards inclusion from students, teachers, and school management.
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References
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Klavina, A., & Kudláček, M. (2011). Physical education for students with special education needs in Europe: Findings of the EUSAPA project. European Journal of Adapted Physical Activity, 4(2), 46-62.
Wang, L. (2019). Perspectives of students with special seeds on inclusion in general physical education: A social-relational model of disability. Adapted Physical Activity Quarterly, 36(2), 242-263. https://doi.org/10.1123/apaq.2018-0068
Li, CH., Haegele, J. A., McKay, C., & Wang, L. (2021). Including students with physical disabilities in physical education in Singapore: Perspectives of peers without disabilities. European Physical Education Review, 28(1), 137-150. https://doi.org/10.1177/1356336X211025871
Cosier, M., Causton-Theoharis, J., & Theoharis, G. (2013). Does access matter? Time in general education and achievement for students with disabilities. Remedial and Special Education, 34(6), 323-332. https://doi.org/10.1177/0741932513485448
Theoharis, G., & Causton, J. (2014). Leading inclusive reform for students with disabilities: A school and system wide approach. Theory Into Practice, 53(2), 82-97. https://doi.org/10.1080/00405841.2014.885808
Rogers, W., & Johnson, N. (2018). Strategies to include students with severe/multiple disabilities within the general education classroom. Physical Disabilities: Education and Related Services, 37(2), 1-12. https://doi.org/10.14434/pders.v37i2.24881
CDC (2020). Inclusive School Physical Education and Physical Activity. National Center for Chronic Disease Prevention and Health Promotion. Division of Population Health. Retrieved from: https://www.cdc.gov/healthyschools/physicalactivity/inclusion_pepa.htm
Alves, M. L., Haegele, J. A., & Duarte, E. (2018). “We can’t do anything”: The experiences of students with visual impairments in physical education classes in Brazil. British Journal of Visual Impairment, 36(2), 152-162. https://doi.org/10.1177/0264619617752761
Haegele, J. A., & Buckley, M. (2019). Physical education experiences of Alaskan youths with visual impairments: A qualitative inquiry. Journal of Visual Impairment and Blindness, 113(1), 57-67. https://doi.org/10.1177/0145482X18818614
Jessup, G. M., Bundy, A. C., Hancock, N., & Broom, A. (2018). Being noticed for the way you are: Social inclusion and high school students with vision impairment. British Journal of Visual Impairment, 36(1), 90-103. https://doi.org/10.1177/0264619616686396
Chang, S. C. H., & Schaller, J. (2002). The views of students with visual impairments on the support they received from teachers. Journal of Visual Impairment and Blindness, 96(8), 558-575. https://doi.org/10.1177/0145482X0209600803
Brydges, C., & Mkandawire, P. (2017). Perceptions and concerns about inclusive education among students with visual impairments in Lagos, Nigeria. International Journal of Disability, Development and Education, 64(2), 211-225. https://doi.org/10.1080/1034912X.2016.1183768
Haegele, J. A., & Porretta, D. (2015). Physical activity and school-age individuals with visual impairments: A literature review. Adapted Physical Activity Quarterly, 32(1), 68-82. https://doi.org/10.1123/apaq.2013-0110
Haegele, J. A., & Zhu, X. (2017). Experiences of individuals with visual impairments in integrated physical education: A retrospective study. Research Quarterly for Exercise and Sport, 88(4), 425-435. https://doi.org/10.1080/02701367.2017.1346781
Haegele, J. A, Hodge, S. R., Zhu, X., Holland, S. K., & Wilson, W. J. (2020). Understanding the inclusiveness of integrated physical education from the perspectives of adults with visual impairments. Adapted Physical Activity Quarterly, 37(2), 141-159. https://doi.org/10.1123/apaq.2019-0094
Yessick, A., & Haegele, J. A. (2019). “Missed opportunities”: Adults with visual impairments’ reflections on the impact of physical education on current physical activity. British Journal of Visual Impairment, 37(1), 40-49. https://doi.org/10.1177/0264619618814070
Ruin, S., Giese, M., & Haegele, J. A. (2021). Fear of freedom? Visually impaired students’ ambivalent perspectives on physical education. British Journal of Visual Impairment, 39(1), 20-30. https://doi.org/10.1177/0264619620961813
Slininger, D., Sherrill, C., & Jankowski, C. M. (2000). Children’s attitudes towards peers with severe disabilities: Revisiting contact theory. Adapted Physical Activity Quarterly, 17(2), 176–196. https://doi.org/10.1123/apaq.17.2.176
Loovis, E. M., & Loovis, C. L. (1997). A disability awareness unit in physical education and attitudes of elementary school students. Perceptual and Motor Skills, 84(3), 768-770. https://doi.org/10.2466/pms.1997.84.3.768
Rapier, J., Adelson, R., Carey, R., & Croke, K. (1972). Changes in children’s attitudes toward the physically handicapped. Exceptional Children, 39(3), 219-223. https://doi.org/10.1177/001440297203900305
Block, M. E. (1995). Development and validation of children’s attitudes toward integrated physical education-revised (CAIPE-R) inventory. Adapted Physical Activity Quarterly, 12(1), 60-77. https://doi.org/10.1123/apaq.12.1.60
Kudláček, M., Ješina, O., & Wittmannová, J. (2011). Structure of a questionnaire on children’s attitudes towards inclusive physical education (CAIPE-CZ). Acta Universitatis Palackianae Olomucensis. Gymnica, 41(4), 43-48. https://doi.org/10.5507/ag.2011.025
Nemček, D., & Bumbera, P. (2021). Názory žiakov druhého stupňa základných škôl na integrované vyučovanie telesnej a športovej výchovy [Second grade of primary school pupils’ attitudes towards inclusive physical and sport education]. Telesná výchova & šport [Physical Education & Sport], 31(2), 34-39. [In Slovak]
Olekšák, O., Nemček, D., & Ruman, D. (2022). Children’s attitudes towards inclusion of visually impaired pupil in physical education lessons from the point of pupils’ experience. Sport and Society, 22(1), 1-7. https://doi.org/10.36836/2022/1/03
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston: Allyn & Bacon.
Bossaert, G., Colpin, H., Pijl, S.J., & Petry, K. (2011). The attitudes of Belgian adolescents towards peers with disabilities. Research in Developmental Disabilities, 32(2), 504-509. https://doi.org/10.1016/j.ridd.2010.12.033
Hutzler, Y. (2012). Attitudes toward the participation of individuals with disabilities in physical activity: A review. Quest, 55(4), 347-373. https://doi.org/10.1080/00336297.2003.10491809
Tripp, A ., French, A., & Sherrill, C. (1995). Contact theory and attitudes of children in physical education programs toward peers with disabilities. Adapted Physical Activity Quarterly, 12(4), 323-332.
Kalyvas, V. A., Koutsouki, D., & Skordilis, E. K. (2011). Attitudes of greek physical education students towards participation in a disability infusion curriculum. Education Research Journal, 1(2), 24-30.
Panagiotou, A. K., Evaggelinou, CH., Doulkeridou, A., Mouratidou K. & Koidou, E. (2008). Attitudes of 5th and 6th grade Greek students toward the inclusion of children with disabilities in physical education classes after a paralympic education program. European Journal of Adapted Physical Activity, 1(2), 31-43. https://doi.org/10.5507/euj.2008.007
Kalyvas, V., & Reid, G. (2003). Sport adaptation, participation and enjoyment of students with and without disabilities. Adapted Physical Activity Quarterly, 20, 182-199. https://doi.org/10.1123/apaq.20.2.182
Cordente-Mesas, D., González-Vílora, S., Block, M. E., & Contreras-Jordán, O. R. (2016). Structure, validity and reliability of the children’s attitudes towards integrated physical education – Spanish version. European Journal of Adapted Physical Activity, 9(2), 3-12. https://doi.org/10.5507/euj.2016.005
Pashkevich, S., & Kriventsova, I. (2017). Secondary Prevention of Visual Impairment in Students with Medium Degree Myopia by Means of Physical Therapy in a Vocational School. Teorìâ ta Metodika Fìzičnogo Vihovannâ, 17(4), 159-168. https://doi.org/10.17309/tmfv.2017.4.1200
Fyodorov, A. I., Erlikh, V. V., Khafizova, A., & Bendíková, E. (2019). Young students’ health attitudes. Journal of Physical Education and Sport, 19(4), 2512-2517. https://doi.org/10.7752/jpes.2019.04381
Foley, J., Santarossa, S., Tindall, D. W., & Lieberman, L. J. (2020). The Impact of a summer sports camp for children with visual impairments on the self-efficacy of physical education pre-service teachers: A pilot study. European Journal of Adapted Physical Activity, 13(3), 2-9. https://doi.org/10.5507/euj.2019.011
Kurková, P., & Nemček, D. (2016). Attitudes of students with disabilities towards physical education lessons: Reasons for their indifference and preference for leisure time activities. Journal of Physical Education and Sport, 16(1), 222-229. https://doi.org/10.7752/jpes.2016.01035
Kurková, P., & Nemček, D. (2018). Preferences and reasons for the lack of interest of Czech teenagers with sensory disability in physical education classes. Physical Activity Review, 6, 171-180. http://dx.doi.org/10.16926/par.2018.06.22
Změlíková, A., & Kurková, P. 2021. Physical education and leisure time activities among pupils with and without hearing loss. Teorìâ ta Metodika Fìzičnogo Vihovannâ, 21(2), 167-172. https://doi.org/10.17309/tmfv.2021.2.10
Mesas, D. C., Víllora, S. G., & Jordán, O. C. (2017). The design and efficiency of a physical education program to promote attitudinal changes towards people with visual impairments. Special Education, 37(2), 79-132. https://doi.org/10.21277/se.v2i37.326
Klavina, A., & Kudláček, M. (2011). Physical education for students with special education needs in Europe: Findings of the EUSAPA project. European Journal of Adapted Physical Activity, 4(2), 46-62.
Wang, L. (2019). Perspectives of students with special seeds on inclusion in general physical education: A social-relational model of disability. Adapted Physical Activity Quarterly, 36(2), 242-263. https://doi.org/10.1123/apaq.2018-0068
Li, CH., Haegele, J. A., McKay, C., & Wang, L. (2021). Including students with physical disabilities in physical education in Singapore: Perspectives of peers without disabilities. European Physical Education Review, 28(1), 137-150. https://doi.org/10.1177/1356336X211025871
Cosier, M., Causton-Theoharis, J., & Theoharis, G. (2013). Does access matter? Time in general education and achievement for students with disabilities. Remedial and Special Education, 34(6), 323-332. https://doi.org/10.1177/0741932513485448
Theoharis, G., & Causton, J. (2014). Leading inclusive reform for students with disabilities: A school and system wide approach. Theory Into Practice, 53(2), 82-97. https://doi.org/10.1080/00405841.2014.885808
Rogers, W., & Johnson, N. (2018). Strategies to include students with severe/multiple disabilities within the general education classroom. Physical Disabilities: Education and Related Services, 37(2), 1-12. https://doi.org/10.14434/pders.v37i2.24881
CDC (2020). Inclusive School Physical Education and Physical Activity. National Center for Chronic Disease Prevention and Health Promotion. Division of Population Health. Retrieved from: https://www.cdc.gov/healthyschools/physicalactivity/inclusion_pepa.htm
Alves, M. L., Haegele, J. A., & Duarte, E. (2018). “We can’t do anything”: The experiences of students with visual impairments in physical education classes in Brazil. British Journal of Visual Impairment, 36(2), 152-162. https://doi.org/10.1177/0264619617752761
Haegele, J. A., & Buckley, M. (2019). Physical education experiences of Alaskan youths with visual impairments: A qualitative inquiry. Journal of Visual Impairment and Blindness, 113(1), 57-67. https://doi.org/10.1177/0145482X18818614
Jessup, G. M., Bundy, A. C., Hancock, N., & Broom, A. (2018). Being noticed for the way you are: Social inclusion and high school students with vision impairment. British Journal of Visual Impairment, 36(1), 90-103. https://doi.org/10.1177/0264619616686396
Chang, S. C. H., & Schaller, J. (2002). The views of students with visual impairments on the support they received from teachers. Journal of Visual Impairment and Blindness, 96(8), 558-575. https://doi.org/10.1177/0145482X0209600803
Brydges, C., & Mkandawire, P. (2017). Perceptions and concerns about inclusive education among students with visual impairments in Lagos, Nigeria. International Journal of Disability, Development and Education, 64(2), 211-225. https://doi.org/10.1080/1034912X.2016.1183768
Haegele, J. A., & Porretta, D. (2015). Physical activity and school-age individuals with visual impairments: A literature review. Adapted Physical Activity Quarterly, 32(1), 68-82. https://doi.org/10.1123/apaq.2013-0110
Haegele, J. A., & Zhu, X. (2017). Experiences of individuals with visual impairments in integrated physical education: A retrospective study. Research Quarterly for Exercise and Sport, 88(4), 425-435. https://doi.org/10.1080/02701367.2017.1346781
Haegele, J. A, Hodge, S. R., Zhu, X., Holland, S. K., & Wilson, W. J. (2020). Understanding the inclusiveness of integrated physical education from the perspectives of adults with visual impairments. Adapted Physical Activity Quarterly, 37(2), 141-159. https://doi.org/10.1123/apaq.2019-0094
Yessick, A., & Haegele, J. A. (2019). “Missed opportunities”: Adults with visual impairments’ reflections on the impact of physical education on current physical activity. British Journal of Visual Impairment, 37(1), 40-49. https://doi.org/10.1177/0264619618814070
Ruin, S., Giese, M., & Haegele, J. A. (2021). Fear of freedom? Visually impaired students’ ambivalent perspectives on physical education. British Journal of Visual Impairment, 39(1), 20-30. https://doi.org/10.1177/0264619620961813
Slininger, D., Sherrill, C., & Jankowski, C. M. (2000). Children’s attitudes towards peers with severe disabilities: Revisiting contact theory. Adapted Physical Activity Quarterly, 17(2), 176–196. https://doi.org/10.1123/apaq.17.2.176
Loovis, E. M., & Loovis, C. L. (1997). A disability awareness unit in physical education and attitudes of elementary school students. Perceptual and Motor Skills, 84(3), 768-770. https://doi.org/10.2466/pms.1997.84.3.768
Rapier, J., Adelson, R., Carey, R., & Croke, K. (1972). Changes in children’s attitudes toward the physically handicapped. Exceptional Children, 39(3), 219-223. https://doi.org/10.1177/001440297203900305
Block, M. E. (1995). Development and validation of children’s attitudes toward integrated physical education-revised (CAIPE-R) inventory. Adapted Physical Activity Quarterly, 12(1), 60-77. https://doi.org/10.1123/apaq.12.1.60
Kudláček, M., Ješina, O., & Wittmannová, J. (2011). Structure of a questionnaire on children’s attitudes towards inclusive physical education (CAIPE-CZ). Acta Universitatis Palackianae Olomucensis. Gymnica, 41(4), 43-48. https://doi.org/10.5507/ag.2011.025
Nemček, D., & Bumbera, P. (2021). Názory žiakov druhého stupňa základných škôl na integrované vyučovanie telesnej a športovej výchovy [Second grade of primary school pupils’ attitudes towards inclusive physical and sport education]. Telesná výchova & šport [Physical Education & Sport], 31(2), 34-39. [In Slovak]
Olekšák, O., Nemček, D., & Ruman, D. (2022). Children’s attitudes towards inclusion of visually impaired pupil in physical education lessons from the point of pupils’ experience. Sport and Society, 22(1), 1-7. https://doi.org/10.36836/2022/1/03
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston: Allyn & Bacon.
Bossaert, G., Colpin, H., Pijl, S.J., & Petry, K. (2011). The attitudes of Belgian adolescents towards peers with disabilities. Research in Developmental Disabilities, 32(2), 504-509. https://doi.org/10.1016/j.ridd.2010.12.033
Hutzler, Y. (2012). Attitudes toward the participation of individuals with disabilities in physical activity: A review. Quest, 55(4), 347-373. https://doi.org/10.1080/00336297.2003.10491809
Tripp, A ., French, A., & Sherrill, C. (1995). Contact theory and attitudes of children in physical education programs toward peers with disabilities. Adapted Physical Activity Quarterly, 12(4), 323-332.
Kalyvas, V. A., Koutsouki, D., & Skordilis, E. K. (2011). Attitudes of greek physical education students towards participation in a disability infusion curriculum. Education Research Journal, 1(2), 24-30.
Panagiotou, A. K., Evaggelinou, CH., Doulkeridou, A., Mouratidou K. & Koidou, E. (2008). Attitudes of 5th and 6th grade Greek students toward the inclusion of children with disabilities in physical education classes after a paralympic education program. European Journal of Adapted Physical Activity, 1(2), 31-43. https://doi.org/10.5507/euj.2008.007
Kalyvas, V., & Reid, G. (2003). Sport adaptation, participation and enjoyment of students with and without disabilities. Adapted Physical Activity Quarterly, 20, 182-199. https://doi.org/10.1123/apaq.20.2.182
Cordente-Mesas, D., González-Vílora, S., Block, M. E., & Contreras-Jordán, O. R. (2016). Structure, validity and reliability of the children’s attitudes towards integrated physical education – Spanish version. European Journal of Adapted Physical Activity, 9(2), 3-12. https://doi.org/10.5507/euj.2016.005
Pashkevich, S., & Kriventsova, I. (2017). Secondary Prevention of Visual Impairment in Students with Medium Degree Myopia by Means of Physical Therapy in a Vocational School. Teorìâ ta Metodika Fìzičnogo Vihovannâ, 17(4), 159-168. https://doi.org/10.17309/tmfv.2017.4.1200
Fyodorov, A. I., Erlikh, V. V., Khafizova, A., & Bendíková, E. (2019). Young students’ health attitudes. Journal of Physical Education and Sport, 19(4), 2512-2517. https://doi.org/10.7752/jpes.2019.04381
Foley, J., Santarossa, S., Tindall, D. W., & Lieberman, L. J. (2020). The Impact of a summer sports camp for children with visual impairments on the self-efficacy of physical education pre-service teachers: A pilot study. European Journal of Adapted Physical Activity, 13(3), 2-9. https://doi.org/10.5507/euj.2019.011
Kurková, P., & Nemček, D. (2016). Attitudes of students with disabilities towards physical education lessons: Reasons for their indifference and preference for leisure time activities. Journal of Physical Education and Sport, 16(1), 222-229. https://doi.org/10.7752/jpes.2016.01035
Kurková, P., & Nemček, D. (2018). Preferences and reasons for the lack of interest of Czech teenagers with sensory disability in physical education classes. Physical Activity Review, 6, 171-180. http://dx.doi.org/10.16926/par.2018.06.22
Změlíková, A., & Kurková, P. 2021. Physical education and leisure time activities among pupils with and without hearing loss. Teorìâ ta Metodika Fìzičnogo Vihovannâ, 21(2), 167-172. https://doi.org/10.17309/tmfv.2021.2.10
Mesas, D. C., Víllora, S. G., & Jordán, O. C. (2017). The design and efficiency of a physical education program to promote attitudinal changes towards people with visual impairments. Special Education, 37(2), 79-132. https://doi.org/10.21277/se.v2i37.326
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2022-09-23
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Nemček, D. (2022). Children’s Attitudes towards Inclusion of Visually Impaired Students in Physical Education Classes: Gender Differences. Physical Education Theory and Methodology, 22(3), 423–429. https://doi.org/10.17309/tmfv.2022.3.18
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