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ERIC Number: EJ1024424
Record Type: Journal
Publication Date: 2013
Pages: 11
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0827-3383
Pre-Service Physical Education Teachers and Inclusive Education: Attitudes, Concerns and Perceived Skill Needs
Mangope, Boitumelo; Mannathoko, Magdeline C.; Kuyini, Ahmed Bawa
International Journal of Special Education, v28 n3 p82-92 2013
The purpose of this study is to ascertain Botswana physical education (PE) student teachers' attitudes toward the inclusion of children with disabilities in the general education classrooms and also to identify their concerns and perceived skill needs with regards to inclusion. A two-part questionnaire consisting of background variables and attitudes using the ATIES Scale was completed by 96 PE student teachers from the University of Botswana. Data on the concerns, and perceived skill needs were collected through interviews and analysed descriptively. Statistic descriptive, t-tests and ANOVA were employed to analyse the quantitative data. The results of the study have shown that PE pre-service student teachers have moderately positive attitudes towards inclusion. Participants were also more concerned about the lack of knowledge and skills required for inclusion and that resources and pedagogical knowledge on inclusion were perceived as the required skills for the success of inclusion in Botswana.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Botswana