Physical education teachers' attitudes toward inclusion of students with disabilities in Saudi Arabia.

Autor: Alhumaid MM; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Althikr Allah BA; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alhuwail AA; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alobaid MA; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Abu Hamad NN; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alsalman ZA; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alqahtani SS; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alherz AM; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alwael WM; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alhelal AK; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alsubaie SA; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alwarthan MS; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alnaeem FO; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Aleid SH; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Almuhaisen SY; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alobaydullah AA; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alzamami AR; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alqadiri SA; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alsubhi SH; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alshikh AM; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Almazrui KK; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alamer MA; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alfadhel AM; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Al-Sari AR; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alqatari RS; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Almaghrabi FA; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alfahaid SM; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alhashim JA; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Alsalman HA; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Almatar AA; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Almutiri NM; Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia., Bastos T; Centre of Research, Education, Innovation, and Intervention in Sport, Faculty of Sport, University of Porto, Porto, Portugal.
Jazyk: angličtina
Zdroj: Frontiers in psychology [Front Psychol] 2022 Nov 24; Vol. 13, pp. 1006461. Date of Electronic Publication: 2022 Nov 24 (Print Publication: 2022).
DOI: 10.3389/fpsyg.2022.1006461
Abstrakt: The attitudes of physical education (PE) teachers toward inclusion are critical to the successful provision of inclusive teaching for students with disabilities. Therefore, the purpose of this study was to investigate the attitudes of Saudi Arabian PE teachers toward the inclusion of students with disabilities in PE classes and the effect of sociodemographic variables (e.g., gender and length of teaching experience) on their attitudes toward inclusion. A total of 1,314 PE teachers ( M age  = 41.09, SD = 9.40, females = 42.8%) completed the Arabic version of the Sentiments, Attitudes, and Concerns about Inclusive Education-Revised Scale (SACIE-R). Analyses found that, in general, PE teachers had moderately positive attitudes toward the inclusion of students with disabilities in PE lessons. A significant difference was found between the two genders in their attitudes toward inclusion. Specifically, female PE teachers demonstrated more positive attitudes toward inclusion than males. Multiple linear regression analysis, meanwhile, showed that the length of teaching experience and the experience of teaching a student with a disability were significant predictors of participants' attitudes toward inclusion. Our findings highlighted the importance of reconsidering the quality of PE teachers' experiences and interactions with students with disabilities as a means to improving their attitudes, which in turn would translate into successful inclusion.
Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
(Copyright © 2022 Alhumaid, Althikr Allah, Alhuwail, Alobaid, Abu Hamad, Alsalman, Alqahtani, Alherz, Alwael, Alhelal, Alsubaie, Alwarthan, Alnaeem, Aleid, Almuhaisen, Alobaydullah, Alzamami, Alqadiri, Alsubhi, Alshikh, Almazrui, Alamer, Alfadhel, Al-Sari, Alqatari, Almaghrabi, Alfahaid, Alhashim, Alsalman, Almatar, Almutiri and Bastos.)
Databáze: MEDLINE
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