Publication: Inclusive physical activity games at school: the role of teachers’ attitude toward inclusion
Authors
Gentile, Ambra ; Giustino, Valerio ; Rodríguez Ferrán, Olga ; La Marca, Alessandra ; Compagno, Giuseppa ; Bianco, Antonino ; Battaglia, Giuseppe ; Alesi, Marianna
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Publisher
Frontiers Media
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DOI
https://doi.org/10.3389/fpsyg.2023.1158082
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info:eu-repo/semantics/article
Description
Abstract
Introduction: Inclusive physical activity games at school can be useful for
teachers dealing with students with disabilities. The use of inclusive strategies
and games can be directly linked to teachers’ self-efficacy and familiarity with
the inclusive strategies, while it could be indirectly influenced by their attitude
toward inclusion and, in a smaller part, by social desirability in their response.
Moreover, teachers’ responses could be different among the different school
grades. Therefore, the aim of the current study is to investigate the role of attitude
toward inclusion, social desirability, self-efficacy, and familiarity in the use of
physical activity games at school in teachers from all school grades.
Methods: A sample of 1,583 schoolteachers was asked to fill out a questionnaire
about their perceptions of governmental measures, self-efficacy, familiarity with
inclusive strategies through physical activity, and two standardized questionnaires
assessing attitudes toward inclusion and social desirability.
Results: Teachers from primary school reported lower scores in attitude toward
inclusion total score and dimensions, namely impact on teacher, impact on the
environment, impact on the other children, and impact on the student with
disability. Moreover, the path analysis model showed that the attitude toward
inclusion indirectly influenced the use of inclusive strategy and had a small direct
effect on familiarity with inclusive strategies and self-efficacy. Social desirability
slightly influenced both familiarity and self-efficacy but not the use of inclusive
strategies. Familiarity and self-efficacy had a direct effect on the use of inclusive
physical activity games.
Discussion: The results of the current study suggest that being familiar with and
having a high self-efficacy in implementing inclusive strategies are well related
to the use of inclusive strategies at school. In addition, more attention should be
given to kindergarten and primary school teachers, who reported lower scores in
the attitude toward inclusion and higher scores in social desirability.
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Citation
Gentile, A.; Giustino, V.; Rodríguez-Ferrán, O.; La Marca, A.; Compagno, G.; Bianco, A.; Battaglia, G.; Alesi, M.(2023). Inclusive physical activity games at school: The role of teachers' attitude toward inclusion. Frontiers in Psychology,
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