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

Authors

  • Okey Charles Ogu Nnamdi Azikiwe University, Nigeria
  • Joseph Onuwa Umunnah Nnamdi Azikiwe University, Nigeria
  • Kingsley Chinaza Nwosu Nnamdi Azikiwe University, Nigeria
  • Iloka Chidinma Gloria Nnamdi Azikiwe University, Nigeria

Keywords:

perception, physical educators, children with disabilities

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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Published

2017-03-06

Issue

Vol. 31 No. 1 (2017)

Section

Feature Articles

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