Teachers self-efficacy and key factors for the inclusion of students with disabilities in Physical Education classes in Chile
DOI:
https://doi.org/10.47197/retos.v53.102322Keywords:
Educación Física, Discapacidad, Educación Inclusiva, Profesorado (Physical Education, Disability, Inclusive Education, Teacher)Abstract
The inclusion of students with disabilities in regular schools has increased in recent decades, evidencing the importance of preparing all teachers. The objectives of this research were (I) To analyze the perceived self-efficacy level of teachers regarding the inclusion of students with disabilities in Physical Education (PE) classes and its relationship with sociodemographic and teaching experience variables; (II) To explore factors that may influence their self-efficacy level. We employed a sequential mixed-methods approach, comprising a quantitative descriptive and associative first phase and a qualitative phenomenological second phase. In the first phase, a self-efficacy questionnaire was administered to 138 PE professionals working in Chilean schools. In the second phase, a semi-structured interview was conducted with 16 PE professionals experienced in working with students with disabilities in PE classes. The results reveal higher self-efficacy levels in teachers working with students with intellectual disabilities compared to those with physical or sensory disabilities. Professional Experience in inclusive education is associated with elevated self-efficacy. Interprofessional collaboration emerges as a key facilitator for inclusion in PE classes, while a lack of involvement among teaching staff in the context of disability poses a significant obstacle. In conclusion, this study underscores the importance of prior inclusion experiences, the necessity for initial teacher training with an inclusive focus on students with disabilities, and the importance of ongoing professional development.
Keywords: Physical Education, Disability, Inclusive Education, Teacher
References
Abellán, J., María Sáez-Gallego, N., Reina, R., Ferriz, R. & Navarro-Patón, R. (2019). Percepción de autoeficacia hacia la inclusión en futuros maestros de educación física. Journal of Sport Psychology, 28, 143–156.
Akaike, H. (1974). A New Look at the Statistical Model Identification. IEEE Transactions on Automatic Control, 19(6), 716–723. https://doi.org/10.1109/TAC.1974.1100705
Akşi̇t, S., Büşra Yilmaz, E. & Ağbuğa, B. (2022). Systematic Review of the Participation of the Disabled in Physical Education Class. Turkish Journal of Sport and Exercise, 24(1), 38–51. https://doi.org/10.1371/JOURNAL.PMED1000097
Alhumaid, M., Khoo, S. & Bastos, T. (2020). Self-efficacy of pre-service physical education teachers toward inclusion in Saudi Arabia. Sustainability, 12(3898), 1-13. https://doi.org/10.3390/su12093898
Alhumaid, M., Khoo, S., & Bastos, T. (2021). The Effect of an Adapted Physical Activity Intervention Program on Pre-Service Physical Education Teachers’ Self-Efficacy towards Inclusion in Saudi Arabia. Sustainability, 13(3459), 1-13. https://doi.org/10.3390/su13063459
Barbosa, S., Villegas, F., & Beltrán, J. (2019). El modelo médico como generador de discapacidad. Revista latinoameri-cana de bioética, 37(2), 113-124. https://doi.org/10.18359/rlbi.4303
Barnes, C. (2020). Understanding the social model of disability: Past, present and future. En Watson, N. & Vehmas, S. (eds.), Routledge Handbook of Disability Studies 2.a ed. (pp. 14-31). Routledge.
Bandura, A. (1991). Social Cognitive Theory of Self-Regulation. Organizational behavior and human decision processes, 50, 248-281.
Beamer, J. & Yun, J. (2014). Physical educators’ beliefs and self-reported behaviors toward including students with autism spectrum disorder. Adapted Physical Activity Quarterly, 31(4), 362–376. https://doi.org/10.1123/apaq.2014-0134
Biblioteca del Congreso Nacional de Chile (BCN). (2018). Datos de la modalidad de Educación Especial en Chile, año 2018. https://www.bcn.cl/obtienearchivo?id=repositorio/10221/26781/2/BCN__datos_de_EE_y_estudiantes_con_NEE_Final.pdf
Block, M. E., Hutzler, Y. S., Barak, S. & Klavina, A. (2013). Creation and validation of the self-efficacy instrument for physical education teacher education majors toward inclusion. Adapted Physical Activity Quarterly, 30(2), 184–205. https://doi.org/10.1123/apaq.30.2.184
Bode, H., & Hirner, V. (2013). Kinder mit Lernstörungen und Behinderungen in integrativen Schulen oder in Sonderschulen? Die Sichtweise von Eltern und Fachleuten. Klinische Pädiatrie, 225(02), 57-63. https://doi.org/10.1055/s-0033-1333760
Booth, T., & Ainscow, M. (2011). Index for inclusion: Developing learning and participation in schools. 3° ed. Bristol: CSIE
Booth, T., Simón, C., Sandoval, M., Echeita, G., & Muñoz, Y. (2015). Guía para la Educación Inclusiva. Promoviendo el Aprendizaje y la Participación en las Escuelas: Nueva Edición Revisada y Ampliada. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 13(3), 5-19.
Brogna, P. (2016). El nuevo paradigma de la discapacidad y el rol de los profesionales de la rehabilitación. Revista inclusiones, 3(especial), 18-21.
Castillo-Retamal, F., Garrido, B. C., Calderón, H. A., Zakuda, A. V., Farías, T. P., Tapia, C. M. & Alcaino, J. Q. (2021). Necesidades Educativas Especiales y Educación Física: un análisis desde la propuesta curricular ministerial de Chile. Retos, 42, 125-128, 42, 56–65. https://doi.org/10.47197/RETOS.V42I0.86977
Cruz-Ortiz, M., Pérez-Rodríguez, M. C., Jenaro-Río, C., Sevilla-Santo, D. E. & Cruz-Ortiz, S. (2016). Cuando las diferencias no importan: La inclusión en una escuela primaria mexicana. Cultura y educación, 28(1), 72–98. https://doi.org/10.1080/11356405.2015.1124549
Daughrity, B., Bittner, M., Ocampo, A., Lavay, B., Chevalier, S., Jimenez, S. & Le, A. (2020). Interprofessional Col-laboration: Training Preservice Adapted Physical Education Teachers to Facilitate Peer Engagement Among Chil-dren with Disabilities. Perspectives of the ASHA Special Interest Groups, 5(5), 1313–1323. https://doi.org/10.1044/2020_persp-19-00180
De Oliveira, P., Van Munster, M., De Souza, J. & Lieberman, L. (2020). Adapted physical education collaborative consulting: A systematic literature review. Journal of Teaching in Physical Education, 39(2), 165–175. https://doi.org/10.1123/JTPE.2019-0037
Echeita, G. & Ainscow, M. (2011). La educación inclusiva como derecho. Marco de referencia y pautas de acción para el desarrollo de una revolución pendiente. Tejuelo, 12, 26-46.
Flores, E. & Maureira, F. (2020). Formación pedagógica en la carrera de educación física: Falta de conocimientos para un profesional del siglo XXI. EmásF: Revista Digital de Educación Física, ISSN 1989-8304, No. 62, 2020, Págs. 118-126, 62, 118–126. https://dialnet.unirioja.es/servlet/articulo?codigo=7186184&info=resumen&idioma=SPA
Hersman, B. & Hodge, S. (2010). High school physical educators’ beliefs about teaching differently abled students in an urban public school district. Education and Urban Society, 42(6), 730–757. https://doi.org/10.1177/0013124510371038
Hodge, S. & Elliott, G. (2013). Physical Education Majors’ Judgments about Inclusion and Teaching Students with Disabilities. Journal of Education and Training Studies, 1(1). https://doi.org/10.11114/jets.v1i1.88
Hotham, S., Hamilton-West, K. , Hutton, E., King, A. & Abbott, N. (2017). A study into the effectiveness of a postur-al care training programme aimed at improving knowledge, understanding and confidence in parents and school staff. Child: Care, Health and Development, 43(5), 743–751. https://doi.org/10.1111/cch.12444
Hurtado, J., Paéz, J., Muñoz, I., Oyarce, C., Cerda, M., Walton, M., & Lasnibat, N. (2023). Nivel de Autoeficacia Docente de profesores y profesoras de Educación Física que participan del sistema escolar en Chile. Retos, 48, 564-574. https://doi.org/10.47197/retos.v48.95893
Hutzler, Y. & Barak, S. (2017). Self-efficacy of physical education teachers in including students with cerebral palsy in their classes. Research in Developmental Disabilities, 68, 52–65. https://doi.org/10.1016/j.ridd.2017.07.005
Hutzler, Y., Meier, S., Reuker, S. & Zitomer, M. (2019). Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: a narrative review of international literature. Physical Education and Sport Pedagogy, 24(3), 249–266. https://doi.org/10.1080/17408989.2019.1571183
Ko, B. & Boswell, B. (2013). Teachers’ Perceptions, Teaching Practices, and Learning Opportunities for Inclusion. The Physical Educator, 70(3), 223–242.
Kurtoğlu, A., Çar, B. & Konar, N. (2022). Comparison of physical and motoric characteristics of totally visually im-paired and low vision individual. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 8(3), 414–425. https://doi.org/10.17979/sportis.2022.8.3.9092
McKay, C., Block, M. & Park, J. Y. (2015). The impact of paralympic school day on student attitudes toward inclu-sion in physical education. Adapted Physical Activity Quarterly, 32(4), 331–348. https://doi.org/10.1123/APAQ.2015-0045
Ministerio de Desarrollo Social y Familia (MDSF). (2022). Encuesta Nacional de Discapacidad y Dependencia 2022. Presentación de resultados. Prevalencia de discapacidad en niños, niñas y adolescentes. https://observatorio.ministeriodesarrollosocial.gob.cl/endide-2022
MINEDUC. (2013). Orientaciones técnicas para Programas de Integración Escolar. https://especial.mineduc.cl/wp-content/uploads/sites/31/2016/09/Orientaciones-PIE 2013-3.pdf
MINEDUC. (2019). Profesionales asistentes de la educación Orientaciones Acerca de su Rol y Funciones en Progra-mas de Integración Escolar. https://especial.mineduc.cl/wp-content/uploads/sites/31/2020/01/Profesionales-asistentes-de-la-educacion-002.pdf
Morley, D., Banks, T., Haslingden, C., Kirk, B., Parkinson, S., Van Rossum, T., Morley, I. & Maher, A. (2021). In-cluding pupils with special educational needs and/or disabilities in mainstream secondary physical education: A re-visit study. European Physical Education Review, 27(2), 401–418. https://doi.org/10.1177/1356336X20953872
Nation, M., Christens, B., Bess, K., Shinn, M., Perkins, D. & Speer, P.(2020). Addressing the problems of urban edu-cation: An ecological systems perspective. Journal of Urban Affairs, 42(5), 715–730. https://doi.org/10.1080/07352166.2019.1705847
Navarrete, M. (2019). Inclusión del Siglo XXI: reflexiones sobre la Educación Inclusiva en Chile y Latinoamérica. Polyphōnía. Revista De Educación Inclusiva, 3(2), 153-185.
Neal, J. W. (2020). Community psychology and urban studies: Common connections and missed opportunities. Jour-nal of Urban Affairs, 42(5), 702–714. https://doi.org/10.1080/07352166.2020.1712152
O’Brien, T. D., Noyes, J., Spencer, L. H., Kubis, H. P., Edwards, R. T., Bray, N. & Whitaker, R. (2015). Well-being, health and fitness of children who use wheelchairs: Feasibility study protocol to develop child-centred “keep-fit” exercise interventions. Journal of Advanced Nursing, 71(2), 430–440. https://doi.org/10.1111/jan.12482
Organización de las Naciones Unidas. (2006). Convención sobre los derechos de las personas con discapacidad. https://www.un.org/esa/socdev/enable/documents/tccconvs.pdf
Organización de las Naciones Unidas. (2020). Informe de seguimiento de la educación en el mundo, 2020: Inclusión y educación: todos y todas sin excepción. https://unesdoc.unesco.org/ark:/48223/pf0000374817
Reina, R., Ferriz, R. & Roldan, A. (2019). Validation of a Physical Education Teachers’ Self-Efficacy Instrument To-ward Inclusion of Students with Disabilities. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.02169
Reina, R., Hemmelmayr, I. & Sierra-Marroquín, B. (2016). Autoeficacia de profesores de educación física para la inclusión de alumnos con discapacidad y su relación con la formación y el contacto previo. Psychology, 8(2), 93–103.
Selickaitė, D., Hutzler, Y., Pukėnas, K., Block, M. E. & Rėklaitienė, D. (2019). The Analysis of the Structure, Validi-ty, and Reliability of an Inclusive Physical Education Self-Efficacy Instrument for Lithuanian Physical Education Teachers. SAGE Open, 9(2), 1–17. https://doi.org/10.1177/2158244019852473
Smith, R. (2014). Changing policy and legislation in special and inclusive education: A perspective from Northern Ireland: Changing Policy and Legislation in Special and Inclusive Education: A Perspective from Northern Ireland. British Journal of Special Education, 41(4), 382-402. https://doi.org/10.1111/1467-8578.12081
Sorani-Villanueva, S., McMahon, S., Crouch, R. & Keys, C. (2014). School problems and solutions for students with disabilities: A qualitative examination. Journal of Prevention and Intervention in the Community, 42(1), 58–71. https://doi.org/10.1080/10852352.2014.855060
Spencer-Cavaliere, N. & Watkinson, E. J. (2010). Inclusion understood from the perspectives of children with disabil-ity. Adapted Physical Activity Quarterly, 27(4), 275–293. https://doi.org/10.1123/apaq.27.4.275
Trickett, E. J. (2009). Community psychology: Individuals and interventions in community context. Annual Review of Psychology, 60, 395–419. https://doi.org/10.1146/annurev.psych.60.110707.163517
UNESCO. (2017). Guía para asegurar la inclusión y la equidad en la educación. https://unesdoc.unesco.org/ark:/48223/pf0000259592
Valdés, R. (2022). Inclusive school leadership: a review of empirical studies. Zona Próxima, 36, 4–27. https://doi.org/10.14482/zp.36.371.9
Villaverde-Caramés, E., Fernández-Villarino, M., Toja-Reboredo, B., & González-Valeiro, M. (2021). Revisión de la literatura sobre las características que definen a un buen docente de Educación Física: Consideraciones desde la formación del profesorado. Retos, 41, 471-479.
Wang, L., Wang, M. & Wen, H. (2015). Teaching practice of physical education teachers for students with special needs: An application of the theory of planned behaviour. International Journal of Disability, Development and Educa-tion, 62(6), 590–607. https://doi.org/10.1080/1034912X.2015.1077931
Wilhelmsen, T. & Sørensen, M. (2017). Inclusion of children with disabilities in physical education: A systematic re-view of literature from 2009 to 2015. Adapted Physical Activity Quarterly, 34(3), 311–337. https://doi.org/10.1123/apaq.2016-0017
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Retos
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.