NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ938647
Record Type: Journal
Publication Date: 2004
Pages: 25
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1357-3322
High School General Physical Education Teachers' Behaviors and Beliefs Associated with Inclusion
Hodge, Samuel; Ammah, Jonathon; Casebolt, Kevin; Lamaster, Kathryn; O'Sullivan, Mary
Sport, Education and Society, v9 n3 p395-419 2004
The purpose of this study was to describe the behaviors and beliefs of secondary general physical education (GPE) teachers relative to inclusion and teaching of students with disabilities. Participants were nine experienced high school GPE teachers from suburban school districts in California, Ohio, and Pennsylvania. The research method was naturalistic inquiry. Qualitative data were collected using observer field notes and interview schedules. Findings were presented using descriptive summaries and thematic narratives. These teachers regularly verbally interacted with and expressed mostly favorable beliefs about teaching students with disabilities. Teacher interviews revealed three recurring themes: (a) teachers were positively disposed to inclusion as an educational philosophy, (b) teachers had differential efficacy in achieving successful inclusion, and (c) teachers encountered challenges to establishing inclusive practice. Despite their mostly favorable beliefs about inclusion, several teachers felt inadequately prepared or lacked support and resources to effectively teach students with more severe disabilities. (Contains 2 tables and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Ohio; Pennsylvania