ABSTRACT

In addition to inclusion as an educational philosophy, integrated schooling has emerged worldwide as an influential trend in education over the last few decades; this has increased the number of students with disabilities in classrooms, including in physical education (PE). This state of affairs requires that teachers provide support and resources to ensure that all students, regardless of ability, can reach their full potential through opportunities for equal participation. The previous contact with people with disabilities and the level of the students’ competitiveness are two factors where there is a lack of clarity as to their effects on attitudes towards the inclusion of a partner with a disability. Therefore, it is necessary to deepen the understanding of how these variables influence students’ attitudes after the implementation of an intervention to raise awareness of the inclusion of students with disabilities in PE. This study aimed: (1) to analyse the effects of the educational programme ‘Inclusive Sport in School’ on the attitudes of students without disabilities towards the inclusion of peers with a disability, (2) to analyse the influence of the previous contact with people with disabilities on the attitudes of students towards inclusion in PE after the intervention, and (3) to explore the level of competitiveness on attitude outcomes. A sample of 1068 students (534 girls and 534 boys) without disability (13.9 ± 1.76 yr.) was divided according to the type of established contact at their school setting: regular school settings (no contact), inclusive settings with non-structured contact and inclusive settings with structured contact (where students with disabilities were included in the PE classes). Attitudes towards inclusion were measured through Spanish version of the Children’s Attitudes Toward Integrated Physical Education Revised inventory CAIPE-RS. A mixed-factor analysis of variance was implemented, with an intra-group factor (i.e. pre vs post-intervention) and two between-group factors: the three types of contact and the reported level of competitiveness (low, moderate, or high). Results showed a significant impact on the general subscale of attitude after the intervention. The interaction effects between the between-group and the intra-group factors were not significant. However, the t-test of related measurements showed significant differences on the general attitude subscale for the students of the inclusive centres where there were [t(351) = −6.11; p < 0.01)] or there were not [t(199) = −2.43; p = 0.016)] students with disabilities in the PE class, showing more positive values of attitude after the intervention. Additionally, those perceived to have a moderate or high level of competitiveness also exhibited an increase in their degree of general attitude after the intervention while the students from inclusive schools with a low competitive level showed a significant decrease in attitude on the specific attitude subscale. It is concluded that the effect of the intervention could be influenced by the type of contact and that the level of competitiveness is a constraining variable for awareness interventions in PE. To develop interventions which have a significant impact on attitude towards inclusion in PE, awareness programmes should be designed which consider direct contact with people with disabilities to generate the target attitude.

摘要

除了作为一种教育理念的包容性之外，在过去的几十年里，融合教育作为一种有影响力的教育趋势在世界范围内兴起；这增加了课堂上残疾学生的数量，包括体育课 (PE)。这种状况要求教师提供支持和资源，以确保所有学生，无论能力如何，都能通过平等参与的机会充分发挥其潜力。以前与残疾人的接触和学生的竞争力水平是两个因素，它们对包容残疾伙伴的态度的影响尚不明确。所以，有必要加深对这些变量在实施干预后如何影响学生态度的理解，以提高对将残疾学生纳入体育的意识。本研究旨在：(1) 分析“学校包容性体育运动”教育计划对非残疾学生对残疾同龄人包容态度的影响，(2) 分析先前与人接触的影响干预后残疾学生对体育融入的态度，以及（3）探索态度结果的竞争力水平。1068 名无残疾（13.9 ± 1.76 岁）学生（534 名女孩和 534 名男孩）的样本根据学校环境中建立的接触类型进行划分：普通学校环境（无接触）、具有非结构化接触的包容性环境和具有结构性接触的包容性环境（其中残疾学生被包括在体育课中）。对包容的态度是通过西班牙版的儿童对综合体育的态度修订清单 CAIPE-RS 来衡量的。实施了方差的混合因素分析，具有组内因素（即干预前与干预后）和两个组间因素：三种接触类型和报告的竞争力水平（低、中或高） . 结果表明，干预后对总体态度分量表有显着影响。组间因素和组内因素之间的交互作用不显着。然而，p  < 0.01)] 或者没有 [t(199) = -2.43; p = 0.016)] 体育课的残疾学生，在干预后表现出更积极的态度价值观。此外，被认为具有中等或高竞争力水平的学生在干预后也表现出总体态度程度的提高，而来自低竞争力水平的包容性学校的学生在特定态度分量表上的态度显着下降。结论是干预的效果可能受接触类型的影响，并且竞争力水平是体育意识干预的约束变量。为了制定对体育包容态度产生重大影响的干预措施，应设计意识计划，考虑与残疾人的直接接触以产生目标态度。