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    Effects of a Special Olympics Unified Sports soccer program on psycho-social attributes of youth with and without intellectual disability
    (Pergamon-Elsevier Science Ltd, 2012) Ozer, D.; Baran, F.; Aktop, A.; Nalbant, S.; Aglamis, E.; Hutzler, Y.
    The purpose of the study was to investigate the effects of a Special Olympics (SO) Unified Sports (UNS) soccer program on psycho-social attributes of youth with and without intellectual disabilities (ID). Participants were 76 male youth with (n = 38) and without (n = 38) ID. Participants with ID were randomly allocated into a SO athletes group (n = 23, mean age = 14.5; SD = 1.2 years) and a control group (CG) (n = 15, mean age = 14.5; SD = .8 years). Twenty-three randomly selected youth without ID formed the partner group (mean age = 14.1; SD = .9 years) and 15 youth without ID (mean age = 13.8; SD = .5 years) formed the CG. Instruments included the Friendship Activity Scale (FAS) (Siperstein, 1980), the Adjective Checklist (Siperstein, 1980), and the Children Behavior Checklist (Achenbach, 1991). The soccer training program lasted eight weeks, 1.5 h per session, three times per week, in addition to school physical education (PE). The CG did not participate in any sports in addition to PE. The findings showed that the UNS program was effective in decreasing the problem behaviors of youth with ID and increasing their social competence and FAS scores. In addition, the program was found to be effective in improving the attitude of youth without disabilities toward participants with disabilities. In conclusion, the present findings demonstrate the utility of a UNS program for both youth with and without disabilities. (C) 2011 Elsevier Ltd. All rights reserved.
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    Physical education teachers' attitudes towards children with intellectual disability: the impact of time in service, gender, and previous acquaintance
    (Wiley, 2013) Ozer, D.; Nalbant, S.; Aglamis, E.; Baran, F.; Samut, P. Kaya; Aktop, A.; Hutzler, Y.
    Background This study investigated attitudes towards teaching students with intellectual disability (ID) within a representative sample of secondary school physical education (PE) teachers, and to determine the effects of age, gender, teaching experience, and having acquaintance with ID and students with ID on their attitudes. Methods Participants were 729 secondary school PE teachers who worked in 81 major cities of Turkey. The Teachers Attitudes towards Children with Intellectual Disability Scale was administered. Results The statistical analysis revealed that there was no significant effect on factors and total attitudes scores of gender and having students with ID. Significant effects on factors and total attitudes score were found in teaching experiences and having acquaintance with ID. Conclusions It is encouraged to maintain and further develop in-service education programmes of adapted physical activity for PE teachers.