Physical Education Teachers' Attitudes towards Intellectual Disabled Students

Abstract

The purpose of this study is to examine physical education teachers' attitudes towards students with intellectual disabilities in terms of various variables. 351 physical education teachers from 51 different cities participated in the study. Younger Physical Education teachers showed more positive attitudes in the "Supports", "Acceptance" and "Fears" sub-dimensions, and the Physical Education teachers who were new to the profession in the "Supports" and "Acceptance" sub-dimensions. Physical education teachers who had experience with students with intellectual disabilities showed more positive attitudes towards children with intellectual disabilities than physical education teachers who did not have experience in "Benefits", "Supports" and "Acceptance" sub-dimensions. Physical education teachers who took courses on physical education in children with disabilities had statistically higher attitudes towards children with intellectual disabilities in the sub-dimensions of "Benefits", "Supports" and "Fears" compared to Physical Education teachers who did not take this course. In terms of gender variable, no statistically significant difference was found between the physical education teachers' attitude scores towards students with intellectual disabilities. The reasons why physical education teachers' attitudes towards disabled students are positive or negative can be investigated in the studies to be conducted. The reasons for the difference between male and female teachers' attitudes towards students with disabilities can be determined.

Keywords

• Physical Education Teacher
• Intellectual Disabled
• Special Educational Needs
• Attitude

Beden Eğitimi Öğretmenlerinin Zihinsel Yetersizliği Olan Öğrencilere İlişkin Tutumları

Öz

Bu araştırmanın amacı; beden eğitimi öğretmenlerinin (BEÖ) zihinsel yetersizliği olan öğrencilere (ZYÖ) ilişkin tutumlarının çeşitli değişkenler açısından incelenmesidir. Araştırmaya 51 farklı ilden 351 BEÖ katılmıştır. Grup karşılaştırmalarında t testi, ANOVA testi ve LSD testi kullanılmıştır. Daha genç BEÖ “Destekler”, “Kabul” ve “Korkular” alt boyutlarında, meslekte yeni olan BEÖ “Destekler” ve “Kabul” alt boyutlarında daha olumlu tutum göstermişlerdir. ZY olan öğrencilerle deneyimleri olan BEÖ’nün “Yararlar”, “Destekler” ve “Kabul” alt boyutlarında deneyimi olmayan BEÖ’ne oranla ZYÇ’ye daha olumlu tutum göstermişlerdir. ÖG çocuklarda beden eğitimi dersi alan BEÖ’leri “Yararlar”, “Destekler” ve “Korkular” alt boyutlarında bu dersi almayan BEÖ’ne göre ZYÇ’ye yönelik tutumları istatistiksel olarak daha yüksek bulunmuştur. Cinsiyet değişkeni açısından BEÖ’nün ZY olan öğrencilere yönelik tutum puanları arasında istatistiksel olarak anlamlı farklılık saptanmamıştır. Yapılacak araştırmalarda BEÖ’nün tutumlarının özel gereksinimli (ÖG) öğrencilere olumlu veya olumsuz olmasının nedenleri araştırılabilir. Erkek ve kadın öğretmenlerin ÖG öğrencilere yönelik tutumları arasındaki farklılığın nedenleri belirlenmeye çalışılabilir.

Anahtar Kelimeler

• Beden Eğitimi Öğretmeni
• Zihinsel Yetersizlik
• Özel Gereksinim

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