Investigating theattitudes of special educated physical education prospective teachers towards disabled people

Keywords: Special education, disabled, attitude, prospective teacher.

Abstract

Purpose: It’s aimed in this study to investigate the attitudes of physical education prospective teachers who had special education lessons towards disabled ones. Material: The quantitative sample of the study consisted of 214 [n = 84 female, n = 130 male] physical education prospective teachers and the qualitative sample consisted of 19 physical education prospective teachers. Data collected with Findler, Vilchinsky and Werner (2007), “Multidimensional Attitude Scale for the Disabled” and which is adapted in Turkish according to Turkish culture by Yelpaze and Türküm (2018), and with a semi-structured interview form. Independent sample t test and one way anova were used in the analysis of quantitative data. Descriptive and content analysis used for qualitative data analysis. Results: There is no significant difference according to gender and being close to individuals with special needs. It is found that there is a difference between thoughts and behaviors according to the experiences of having special education and students with special needs. In the qualitative part of the research, the theme was “Inability to describe emotions”,“ Positive attitude”, “Feeling benefical” and “Insufficient attention”. Conclusions: It is clear from the study that having special education and experienced with special needed people effected thinking attitudes of prospective teachers. However, a decrease concluded about behavior attitudes then after having special education and experiences with disableds. Qualitative findings explain those results like content and extent of special education is not good enough.

Downloads

Download data is not yet available.

| Abstract views: 254 | PDF Downloads: 201 |

Author Biographies

Emrah Aykora, University of Çanakkale Onsekiz Mart
eaykora@gmail.com; Faculty of Sport Science; Çanakkale, Turkey.
Sinan Uğraş, University of Çanakkale Onsekiz Mart
sinanugras@gmail.com; Faculty of Sport Science; Çanakkale, Turkey.

References

1. Coleman D. Assisted suicide and disability. Human Rights: Journal of the Section of Individual Rights and Responsibilities, 2000; 27 (1): 1-11.

2. Whyte SR, Ingstad B. Disability and culture: An overview. Whyte SR, Ingstad B. (Eds.). Disability and culture. California: University of California Press; 1995.

3. WHO. International classification of impairments, disabilities and handicaps. Geneva: World Health Organisation; 1980.

4. Finkelstein V. Disabling Society: Enabling Interventions. Workbook 4. K255 The Disabling Society. Open University; School of Health, Welfare and Community Education; 1995.

5. WHO. WHO Global Disability Action Plan 2014–2021: Better Health For All People With Disability, 2014.

6. Turkey. Republic of Turkey Ministry of National Education. Ministry of National Education Statistics; . [Internet]. 2019. [cited 2019 Jul 20]. Available from: http://sgb.meb.gov.tr/meb_iys_dosyalar/2019_09/06141052_meb_istatistikleri_orgun_egitim_2018_2019.pdf, 2019

7. Sucuoğlu B, Kargın T. Inclusive Practices in Primary Education. İstanbul: Morpa Culture Publications; 2006.

8. Kınalı G. Mentally Handicapped Body-Painting-Music Education. Different Developing Children. İstanbul: Epsilon Publications: 2003.

9. Koçyiğit S, Tuğluk MN, Kök M. Play as educatıonal activtiy in the child’s development Process Journal of Atatürk University Kazım Karabekir Education Faculty, 2007; 16: 324-342.

10. Demirci PT, Çınar İ, Demirci N. Studying the problems of Primary School Teachers Derived from inclusive education and physical education programme of The students in need of Special Education, International Journal of Turkish Education Sciences (IJTES), 2014; 2(2): 136-150.

11. Niesyn ME. Strategies for success: Evidence-based instructional practices for students with emotional and behavioral disorders. Preventing School Failure, 2009; 53(4): 227- 233.
https://doi.org/10.3200/PSFL.53.4.227-234

12. Zeybek Ö. Opinions and suggestions of English teachers in primary schools about inclusive education [Master thesis]. Eskişehir: Anadolu University, Institute of Educational Sciences; 2015.

13. Gündüz A. Teacher Opinions on Academic Successes of the First Grade Mainstreamed Students in the Private and State Primary Schools, [Master Thesis]. Çanakkale: Çanakkale Onsekiz Mart University, Institute of Educational Sciences; 2015.

14. Akalın S. Opinions and Needs of Mainstream Classroom Teachers About Classroom Management. Ankara University Faculty of Educational Sciences Journal of Special Education, 2015; 16(03): 215-236.
http://doi.org/10.21565/auebfoed.24224

15. Engin AO, Tösten R, Kaya M. D, Köselioğlu YS. The Evaluation of Manners and Point of Views Related to Mainstreaming Education Having Responsibilities of Students Who are in Needs of Special Education for Primary Education (Example of Kars), Kafkas University Journal of the Institute of Social Sciences, 2014; 13 (1): 27-44.
https://doi.org/10.9775/kausbed.2014.003

16. Yatgın S, Sevgi HM, Uysal S. Classroom Teachers’ Opinions On Inculusive Education And Investigation Of Their Occupational Burnout According To Various Variables, Abant İzzet Baysal University Journal of Faculty of Education, 2015; 15 (Special Number): 167- 180.
https://doi.org/10.17240/aibuefd.2015.15.0-5000128650

17. Mdikana A, Ntshangase S, Mayekiso T. Pre-Service Educators’ Attitudes towards Inclusive Education. International Journal of Special Education, 2007; 22(1): 125-131.

18. Babaoğlan E, Yılmaz Ş. Competency of classroom teachers in the inclusive education. Kastamonu Education Journal, 2010; 18(2): 345-354.

19. Demirezen S, Akhan NE. The opinions of the social studies teachers on inclusion practices. Abant Izzet Baysal University Journal of Faculty of Education, 2016; 16:1206-1223.

20. İlgar Ş. An Investigation of the Awareness of Teacher Candidates About Children with Special Needs (IU Hasan Ali Yücel Faculty of Education Sample), HAYEF Journal of Education, 2017; 14(1): 313-338.

21. Erişkin A, Kıraç S, Ertuğrul Y. Assesment of inclusion practices by general education teachers. Journal of Education and Social Sciences, 2012; 41(193): 200-213.

22. Sadioğlu Ö. A Qualitative Study of Primary School Teachers’ Problems Expectations and Suggestions Related to Inclusive Education [Phd Thesis]. Bursa Uludağ University, Institute of Education Sciences; 2011.

23. Karademir T, Açak M, Türkçapar Ü, Eroğlu H. Determination Of Physical Education Teacher Candidates’ Attitudes Towards Mental Disability. Journal of Physical Education and Sport Sciences, 2018; 20(3): 103-112.

24. Özer D, Süngü B. “Adapted Physical Education” A Practical Course From The Perspective of Pre-Service Physical Education Teachers, Hacettepe Journal of Sport Sciences, 2016; 27 (1): 1– 15.
https://doi.org/10.17644/sbd.251309

25. Açak M, Karakaya YE, Tan Ç, Coşkuner Z. Investigation of the Attitudes of Students from Exercise and Sports Education For Individuals With Disabilities Department Toward Individuals With Disabilities. Turkish Studies; 2016; 1: 1-8.

26. Creswell JW, Clark VLP. Designing and conducting mixed methods research (3rd ed). Ankara: Anı Publishing; 2018.

27. Marshall C, Rossman GB. Designing qualitative research. (5th ed) Sage publications; 2014.

28. Byers PY, Wilcox JR. Focus groups: a qualitative opportunity for researchers. Journal of Business Communication, 1991; 28 (1): 63-78.
https://doi.org/10.1177/002194369102800105

29. Howard E, Hubelbank J, Moore P. Employer evaluation of graduates: use of the focus group. Nurse Educator, 1989; 14 (5): 38–41.
https://doi.org/10.1097/00006223-198909000-00019

30. Findler L, Vilchinsky N, Werner S. The multidimensional attitudes scale toward persons with disabilities (MAS): Construction and validation. Rehabil Couns Bull, 2007; 50: 166-176.
doi:10.1177/00343552070500030401

31. Yelpaze İ, Türküm A. Adaptation and Validation of Turkey Version of Multidimensional Attitudes toward Persons with Disabilities. OPUS-International Journal of Society Researches, 2018; 8 (14): 167-187.
https://doi.org/10.26466/opus.377906

32. McIntosh MJ, Morse J.M. Situating and constructing diversity in semistructured interviews. Global Qualitative Nursing Research, 2015; 2:1– 12.
https://doi.org/10.1177/2333393615597674

33. Morse JM, Field PA. Qualitative research methods for health professionals (2nd ed). Thousand Oaks, CA: SAGE; 1995.

34. Tabachnick BG, Fidell LS. Using multivariate statistics (5th ed). Boston: Allyn and Bacon; 2007.

35. Yıldırım A, Şimşek H. Qualitative Research Methods in Social Sciences. Ankara: Seçkin Publicitions; 2016.

36. Özcan GH. Examination of the Factors Affecting the Attitudes of Physical Education and Sports Teachers towards Mentally Retarded Children [Master thesis]. İstanbul: Gedik University Institute of Health Sciences; 2016.

37. Jerlinder K, Danermark B, Gill P. Swedish Primary‐School Teachers’ Attitudes to Inclusion – The Case of PE and Pupils with Physical Disabilities. European Journal of Special Needs Education, 2009; 25(1): 45-57.
https://doi.org/10.1080/08856250903450830

38. Perlman D, Piletic C. The Influence of an Adapted Physical Education Course on Preservice Teacher Instruction: Using a Self-Determination Lens. AJTE, 2012;37.
https://doi.org/10.14221/ajte.2012v37n1.6/

39. Hardin B. Physical education teachers’ reflections on preparation for inclusion. Physical Educator, 2005; 62 (1): 44-56.

40. Hodge SR, Tannehil D, Kluge MA. Exploring the meaning of practicum experiences for PETE students in Adapted Physical Activity Quarterly. Human Kinetics 2003; 20: 381- 399.
https://doi.org/10.1123/apaq.20.4.381

41. Ceylan F. Determinig the prevention and intervention strategies carried out by primary school teachers intended for the problem behaviors encountered on inclusive students [Unpublished master’s thesis]. Bolu: Abant İzzet Baysal University, Institute of Educational Sciences; 2015.
https://doi.org/10.1097/00006223-198909000-00019
Published
2020-02-04
How to Cite
1.
Aykora E, Uğraş S. Investigating theattitudes of special educated physical education prospective teachers towards disabled people. Physical education of students. 2020;24(1):11-8. https://doi.org/10.15561/20755279.2020.0102
Section
Articles