Teachers' Beliefs on Inclusion and Teaching Students with Disabilities: A Representation of Diverse Voices

• Published in: Multicultural Learning and Teaching Vol. 4; no. 2; pp. 38 - 58
• Main Authors: Hodge, Samuel R, Sato, Takahiro, Samalot-Rivera, Amaury, Hersman, Bethany L, LaMaster, Kathryn, Casebolt, Kevin M, Ammah, Jonathan O. A
• Format: Journal Article
• Language: English
• Published: De Gruyter 01-12-2009
• Subjects: Comparative Analysis; Cross Cultural Studies; Disabilities; Foreign Countries; Inclusion; Interviews; Physical Education Teachers; Qualitative Research; Questionnaires; Regular and Special Education Relationship; Secondary School Teachers; Self Efficacy; Teacher Attitudes; Teacher Characteristics; Teacher Effectiveness; Puerto Rico; Ghana; Ohio; California; Japan (Tokyo); Pennsylvania
• ISSN: 2194-654X
• DOI: 10.2202/2161-2412.1051

The purpose of this study was to analyze the beliefs of physical education teachers on teaching students with disabilities in inclusive classes. Participants were 29 physical education teachers from Ghana (Africa), Japan, the United States, and Puerto Rico. The research paradigm was qualitatively descriptive using a multisite interview design (Gay, 1996) situated in the theory of planned behavior (Ajzen, 1991). The primary data source was interviewing. Interview data were analyzed with constant comparative method (Merriam, 1998). Results indicate some teachers? self-efficacy was compromised and their pedagogies were troubled with difficulties and complexes beyond those of typical non-inclusive physical education programs. School districts should do more to engage teachers in professional development focused on teaching students with disabilities in physical education.