Acceso usuarios
Susana Raquel Branco Mónica Filipe, Lisete dos Santos Mendes Mónico
This study aims to assess the attitudes of physical education teachers towards the inclusion of students with Special Educational Needs (SEN) in physical education (PE) classes. We analysed the opinion of teachers about their training in Special Education, under what conditions and with what educational materials are used and what procedures they adopt to overcome the special educational needs of the students.
A questionnaire was given to a sample of 115 PE teachers. The study led to the following conclusions: The attitude of PE teachers with more experience is less favourable towards the inclusion of pupils with SEN in regular classes. The more the teacher perceives the need to progress in his education and have more training to feel comfortable to teach to pupils with SEN, more the attitudes are favourable towards the inclusion. Students with SEN developed more easily their skills with individualized support and there are advantages with their inclusion in Regular Education. The attitudes towards the teaching supports are less favourable, due to the lack of appropriate services, as well to the lack of appropriate resources / specific materials available to work with students with SEN.
