Teachers as Protagonists of Inclusive Physical Education
Volume 2, Issue 1 (2012)
Volume 2, Issue 1 (2012)
Teachers as Protagonists of Inclusive Physical Education
Abstract:
The Low on the fundamentals of the education system (2009), being umbrella low on education in Serbia, supports inclusion as societal process in a systemic way. In new circumstances, teachers and PE teachers as protagonists of inclusive physical education, are facing numerous challenges. Within broader research on inclusive physical education, a survey on sample of teachers (N=132) was conducted, dealing with their competencies, experiences and attitudes toward inclusive physical education. Initial findings indicate that majority of teachers have had an opportunity to familiarize with persons having developmental disturbances/disabilities (61.4%), but no more than 47.0% have some teaching experiences with such children. Most of teachers (58.3%) have no self-confidence when it comes to teaching children with disturbances/disabilities, and only 9.1% have attended training in inclusive physical education. More positive competence self-perceptions have teachers who have experiences with teaching such children and those who have had opportunities to get know persons with disturbances/disabilities. Results obtained pointed out the importance of developing inclusive culture and strengthening professional competencies of teachers.
Keywords:
inclusive education, inclusive physical education, teachers
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