Pre-service teachers’ attitudes towards children with disabilities
An Irish perspective
Bibliographic Data
| ID | 12565845 |
|---|---|
| Authors | Daniel W Tindall (0000-0001-7319-6700, University of Limerick, corresponding author), W R MacDonald (San Diego Unified School District), Whitney MacDonald (San Diego Unified School District, San Diego, CA, USA), Edith Carroll (Coláiste Dhúlaigh Secondary School, Dublin, Ireland), Brigitte Moody (University of Limerick) |
| Year | 2014 |
| Volume | 21 |
| Issue | 2 |
| Pages | 206-221 |
| Publication date | 2014-11-06 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x14556861 |
| OpenAlex | W2147502169 |
| Language | EN |
| Citations received | 7 |
| References cited | 36 |
The purpose of this study was to examine the impact of a 10-week adapted physical activity programme on the attitudes and perceptions of 64 Irish pre-service teachers (aged 19–25) towards teaching children and young people with physical, intellectual, and learning disabilities. Data were collected through written pre-programme expectations, weekly reflective logs, and a final written reflection. Data were analysed qualitatively through reading and rereading the data sources, identifying similarities and differences, themes, and patterns. Results revealed a positive change in attitude and perception toward both the idea of inclusion and working with persons with disabilities. Specifically, pre-programme anxieties diminished, confidence increased, and the benefits of the programme design (combining theory and practice) were realised. The findings of this study support the continued implementation of this type of ‘lived’ learning experience as an integral part of physical education initial teacher education programming in Ireland
Developmental psychology · Early childhood education · Inclusion (mineral · Irish · Mathematics education · Pedagogy · Perception · Physical education · Reading (process · Special education · Hearing Impairment and Communication · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy · Psychology · Social Psychology
Effects of an Inclusive Physical Activity Course on Pre-Service Physical Education Teachers’ Perceptions and Self-Efficacy
Authentic inclusion-utopian thinking? – Irish post-primary teachers' perspectives of inclusive education
Contributions of Service-Learning on Pete Students’ Effective Personality
Validation of a Questionnaire to Analyze Teacher Training in Inclusive Education in the Area of Physical Education
Defining ‘inclusion
The impact of service learning on the training of pre-service teachers
Teachers' Perceptions of Inclusion in a Pilot Inclusive Education Program
Inclusion in Physical Education
Participatory action research
The qualitative content analysis process
The Disability Studies Reader
Mixed Methods Sampling
Student teachers’ attitudes to inclusion
Developing inclusive practice
Mainstream‐ special school inclusion partnerships
Developing an inclusive system in a rapidly changing European society
Drawing’ on disabled students’ experiences of physical education and stakeholder responses
High school general physical education teachers' behaviors and beliefs associated with inclusion
An examination of current adapted physical activity provision in primary and special schools in Ireland
Inclusion and burnout in physical education
Irish physical educators’ attitude toward teaching students with special educational needs
Inclusive Physical Education
Children’s experiences of disability
Habitual practice vs. the struggle for change
An examination of pre-service teachers' attitudes towards the inclusion of development education into Irish post-primary schools
Including pupils with special educational needs in secondary school physical education
How important is practicum to pre-service teacher development for inclusive teaching? Effects on efficacy in classroom management
WITHDRAWN - Mixed Methods Sampling
Situated Learning
| Citations per year | 0.64 |
|---|---|
| Citation span | 2015 - 2026 (12) |
| Highly cited | No |