Building bridges to inclusive educationperception of university teachers of degrees related to physical activity and physical education

  1. Marcos-Rivero, Bingen 1
  2. Ortuondo Bárcena, Jon 2
  3. Romaratezabala, Estibaliz 1
  4. Yanci, Javier 1
  1. 1 Universidad del País Vasco, España
  2. 2 Escuela Universitaria de Magisterio Begoñako Andra Mari, Derio, Vizcaya, España
Aldizkaria:
Espiral. Cuadernos del profesorado

ISSN: 1988-7701

Argitalpen urtea: 2024

Zenbakien izenburua: September 2024

Alea: 17

Zenbakia: 36

Orrialdeak: 76-87

Mota: Artikulua

DOI: 10.25115/ECP.V17I36.9614 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Espiral. Cuadernos del profesorado

Laburpena

The objectives of the study were to analyze the perception of difficulties, curricular adaptations, training and attitude of university teachers about inclusive education and to analyze the differences in perception according to years of experience in university teaching and years of experience with students with disabilities. A descriptive-comparative study is presented, in which 100 university teachers from the area of Physical Activity and Sport and Physical Education, who responded to the questionnaire "Teachers' Perception of Difficulties for Inclusive Education (DPIE)". To obtain the results of the study, the following statistical analyses were used: Cronbach's Alpha, descriptive analysis (mean, standard deviation, percentages, and frequencies), Mann-Whitney U test, the probability of superiority (PS) and Chi-squared test. The results show that teachers have an adequate perception of inclusive education. However, a large part of them (70%) see the need to increase their training in this area. In addition, teachers with more teaching experience showed a better disposition in favor of inclusive education (p < .01), affirming that students with disabilities do not alter the rhythm of the class and therefore do not harm the rest of the students. On the other hand, teachers with more experience with students with disabilities perceived themselves as better prepared and with better perceptions (p < .05) towards inclusive education than teachers with no or less experience with students with disabilities. .

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