Physical education teachers' attitudes towards children with intellectual disability: the impact of time in service, gender, and previous acquaintance

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dc.authoridHutzler, Yeshayahu (Shayke)/0000-0003-1955-5500
dc.authoridnalbant, sibel/0000-0002-9930-376X
dc.contributor.authorOzer, D.
dc.contributor.authorNalbant, S.
dc.contributor.authorAglamis, E.
dc.contributor.authorBaran, F.
dc.contributor.authorSamut, P. Kaya
dc.contributor.authorAktop, A.
dc.contributor.authorHutzler, Y.
dc.date.accessioned2025-01-27T20:44:17Z
dc.date.available2025-01-27T20:44:17Z
dc.date.issued2013
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractBackground 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.
dc.identifier.doi10.1111/j.1365-2788.2012.01596.x
dc.identifier.endpage1013
dc.identifier.issn0964-2633
dc.identifier.issn1365-2788
dc.identifier.issue11
dc.identifier.pmid22823106
dc.identifier.scopus2-s2.0-84884820995
dc.identifier.scopusqualityQ1
dc.identifier.startpage1001
dc.identifier.urihttps://doi.org/10.1111/j.1365-2788.2012.01596.x
dc.identifier.urihttps://hdl.handle.net/20.500.12428/24528
dc.identifier.volume57
dc.identifier.wosWOS:000324920100002
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofJournal of Intellectual Disability Research
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20250125
dc.subjectattitudes
dc.subjectinclusion
dc.subjectintellectual disability
dc.subjectteacher education
dc.titlePhysical education teachers' attitudes towards children with intellectual disability: the impact of time in service, gender, and previous acquaintance
dc.typeArticle

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