Frontiers in Psychology (Nov 2022)
Physical education teachers’ attitudes toward inclusion of students with disabilities in Saudi Arabia
- Majed M. Alhumaid,
- Bashaer A. Althikr Allah,
- Abeer A. Alhuwail,
- Maryam A. Alobaid,
- Naflah N. Abu Hamad,
- Zainab A. Alsalman,
- Sarah S. Alqahtani,
- Ayat M. Alherz,
- Walla M. Alwael,
- Aeshah K. Alhelal,
- Sheikh A. Alsubaie,
- Maryam S. Alwarthan,
- Fay O. Alnaeem,
- Shamma H. Aleid,
- Sara Y. Almuhaisen,
- Atheer A. Alobaydullah,
- Ameera R. Alzamami,
- Shuaa A. Alqadiri,
- Shoug H. Alsubhi,
- Abeer M. Alshikh,
- Khulud K. Almazrui,
- Madhawi A. Alamer,
- Afrah M. Alfadhel,
- Areej R. Al-Sari,
- Reamah S. Alqatari,
- Fatema A. Almaghrabi,
- Sara M. Alfahaid,
- Jailan A. Alhashim,
- Hawra A. Alsalman,
- Amnah A. Almatar,
- Najla M. Almutiri,
- Tânia Bastos
Affiliations
- Majed M. Alhumaid
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Bashaer A. Althikr Allah
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Abeer A. Alhuwail
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Maryam A. Alobaid
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Naflah N. Abu Hamad
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Zainab A. Alsalman
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Sarah S. Alqahtani
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Ayat M. Alherz
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Walla M. Alwael
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Aeshah K. Alhelal
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Sheikh A. Alsubaie
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Maryam S. Alwarthan
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Fay O. Alnaeem
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Shamma H. Aleid
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Sara Y. Almuhaisen
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Atheer A. Alobaydullah
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Ameera R. Alzamami
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Shuaa A. Alqadiri
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Shoug H. Alsubhi
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Abeer M. Alshikh
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Khulud K. Almazrui
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Madhawi A. Alamer
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Afrah M. Alfadhel
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Areej R. Al-Sari
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Reamah S. Alqatari
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Fatema A. Almaghrabi
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Sara M. Alfahaid
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Jailan A. Alhashim
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Hawra A. Alsalman
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Amnah A. Almatar
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Najla M. Almutiri
- Department of Physical Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
- Tânia Bastos
- Centre of Research, Education, Innovation, and Intervention in Sport, Faculty of Sport, University of Porto, Porto, Portugal
- DOI
- https://doi.org/10.3389/fpsyg.2022.1006461
- Journal volume & issue
-
Vol. 13
Abstract
The attitudes of physical education (PE) teachers toward inclusion are critical to the successful provision of inclusive teaching for students with disabilities. Therefore, the purpose of this study was to investigate the attitudes of Saudi Arabian PE teachers toward the inclusion of students with disabilities in PE classes and the effect of sociodemographic variables (e.g., gender and length of teaching experience) on their attitudes toward inclusion. A total of 1,314 PE teachers (Mage = 41.09, SD = 9.40, females = 42.8%) completed the Arabic version of the Sentiments, Attitudes, and Concerns about Inclusive Education-Revised Scale (SACIE-R). Analyses found that, in general, PE teachers had moderately positive attitudes toward the inclusion of students with disabilities in PE lessons. A significant difference was found between the two genders in their attitudes toward inclusion. Specifically, female PE teachers demonstrated more positive attitudes toward inclusion than males. Multiple linear regression analysis, meanwhile, showed that the length of teaching experience and the experience of teaching a student with a disability were significant predictors of participants’ attitudes toward inclusion. Our findings highlighted the importance of reconsidering the quality of PE teachers’ experiences and interactions with students with disabilities as a means to improving their attitudes, which in turn would translate into successful inclusion.
Keywords
