Beamer Jennifer A, Yun Joonkoo
School of Biological and Population Health Sciences, Oregon State University, Corvallis, OR.
Adapt Phys Activ Q. 2014 Oct;31(4):362-76. doi: 10.1123/apaq.2014-0134.
With an increase in the presence of students with autism spectrum disorder (ASD) in the general physical education (GPE) classroom, understanding the current state of GPE teachers' beliefs and behaviors for including these students is warranted. The current study aimed to examine the beliefs and self-reported behaviors of GPE teachers' inclusion of students with ASD. In addition, the study examined potential factors affecting their inclusion behaviors. Using a national stratified random sample, participants were 142 current GPE teachers who submitted surveys anonymously online. Results from a regression analysis indicate that teachers' experience, graduate coursework in adapted physical education (APE), and perceptions of strength in undergraduate training in APE significantly predicted their self-reported behavior for including students with ASD. Although the participant response rate is considerably low, this study provides some support toward the importance of teacher education programs for inclusion training.
随着患有自闭症谱系障碍（ASD）的学生越来越多地出现在普通体育（GPE）课堂上，了解GPE教师接纳这些学生的信念和行为的现状是很有必要的。当前的研究旨在考察GPE教师接纳ASD学生的信念和自我报告的行为。此外，该研究还考察了影响他们接纳行为的潜在因素。采用全国分层随机抽样，参与者为142名当前的GPE教师，他们通过在线方式匿名提交了调查问卷。回归分析的结果表明，教师的经验、适应性体育（APE）的研究生课程作业以及对APE本科培训中优势的认知显著预测了他们自我报告的接纳ASD学生的行为。尽管参与者的回应率相当低，但这项研究为教师教育项目进行接纳培训的重要性提供了一些支持。
