Conference presentation
Physical Education for all: does experience with students with disabilities better prepare pre-service teachers for inclusive practice.
Australian Association for Research Education (AARE) 2023 Conference - Truth Voice Place: Critical junctures for educational research (University of South Australia, 27/11/2022–01/12/2022)
27/11/2022
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Abstract
The correlation between physical activity, health outcomes (both physical and mental) and overall quality of life has been clear within research for several decades (see, for example, Cooper et al, 1999; Kosma et al, 2009). Within the Australian context, it has been reported that students with disabilities tend to participate in more sedentary and obesity related behaviours in their lifestyles (Government of South Australia, 2010), resulting in damaging effects to their personal health and wellbeing. Physical Education (PE) for students with disabilities plays a crucial role in developing appropriate motor skill growth, social skills, and promoting health literacy to aid in creating positive health outcomes (Bailey, 2005). In addition, within the jurisdiction of New South Wales, an outcome of the physical education curriculum is to instil in students a valuing of movement to promote regular physical activity across the lifespan (NSW Education Standards Authority [NESA], 2018). Importantly, adults with a disability have stated their negative experiences with physical activity have stemmed from their school physical education classes (Haegele & Sutherland, 2015).
While inclusive education has been seen as a right within Australian educational systems for several decades, there is still an extensive body of research indicating that pre-service teachers are fearful and that practicing teachers report feeling under-prepared for such settings. This research will fill a gap in that literature by exploring the impact of an early authentic experience working with children with disability in a dedicated school setting on participant’s inclusive skill development, their efficacy in working with children with disability, and what timeframe of contact facilitates a feeling of confidence in teaching in inclusive settings.
This small-scale pilot project adopted a mixed methods case study design to examine:
1. Is there an optimal level of engagement to facilitate a capacity for initial teacher education students to interact effectively with and to teach children with disability?
2. Does immersion in a setting involving students with disability covary with preservice teacher’s self-perception of their capacity to teach students with disability?
The study used existing validated attitudinal inventories, alongside an inclusive skills checklist to gather data. Participants also engaged in a focus group session at the completion of their time in the school setting to describe their experiences. Early findings indicated that student’s familiarity with students with disability contributed to their capacity to effectively deliver physical education lessons and activities.
Details
- Title
- Physical Education for all: does experience with students with disabilities better prepare pre-service teachers for inclusive practice.
- Creators
- Lana McCarthy (Author) - Southern Cross University
- Conference
- Australian Association for Research Education (AARE) 2023 Conference - Truth Voice Place: Critical junctures for educational research (University of South Australia, 27/11/2022–01/12/2022)
- Identifiers
- 991013259610302368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Conference presentation