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Perception of Physical Educators Toward Teaching Students with Disabilities in an Inclusive Class Setting in Nigeria

Okey Charles Ogu, Joseph Onuwa Umunnah, Kingsley Chinaza Nwosu, Iloka Chidinma Gloria

Abstract


The study examined physical educators’ perceptions regarding the impact of teaching students with disabilities in inclusive class on social acceptance, developing self-concept, demands on existing equipment, classroom management, teachers’ workload, and learning motor skills for students without disabilities. Sixty-seven physical educators teaching in junior secondary schools in Nigeria participated in the study, and a survey research design was adopted using adapted PEATH. Findings revealed positive social acceptance (M = 3.45–3.90 < 3.00), positive development of self-concept (3.67 < 3.00), discipline problems and disruption of classroom harmony (3.12 – 3.18 < 3.00), demands on specialized equipment (4.47 < 3.00), increase in workload (3.66 – 4.01 < 3.00), negative impact on motor skills acquisition of students (3.67 – 3.69 < 3.00). Multiple regression showed F = 2.13 was not statistically significant. p-value = .08 greater than 0.05. 

 

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Keywords


perception; physical educators; children with disabilities

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