Department of Natural and Human Sciences, Heidelberg University of Education, 69120 Heidelberg, Germany.
Department of Kinesiology, University of New Hampshire, Durham, NH 03824, USA.
Int J Environ Res Public Health. 2022 Jun 27;19(13):7891. doi: 10.3390/ijerph19137891.
Overcoming participation barriers of students with disabilities in physical education is of great importance and an internationally recognized goal. Research highlights that students with disabilities have mixed feelings about their inclusion experiences in physical education. Physical education teachers often do not feel prepared to appropriately support all students. In German-speaking countries in particular, there is a strong tradition of segregation, with varying interpretations of inclusion. In this light, an instrument to reliably assess the inclusive potential of physical education is needed, thereby providing data on the efficacy of teachers' practices. Such an assessment scale would be important to identify barriers to inclusive physical education while providing teachers with data that could potentially enhance the learning environment. The purpose of this study was to outline initial insights into the cross-cultural translation process of the Lieberman/Brian Inclusion Rating Scale for PE in German-speaking countries. The translation process followed suggestions for transcultural validation. Expert review was provided to check content and face validity. Major item challenges centered around paraeducators, gym management, and conceptual differences regarding physical education.
克服残疾学生在体育课中的参与障碍具有重要意义，也是国际公认的目标。研究强调，残疾学生对他们在体育课中的融合体验感受不一。体育教师通常觉得自己没有准备好适当地支持所有学生。特别是在德语国家，存在着强烈的隔离传统，对融合有不同的解释。有鉴于此，需要有一种可靠的工具来评估体育课的包容性潜力，从而提供关于教师实践效果的数据。这种评估量表对于确定包容性体育课的障碍很重要，同时为教师提供可能增强学习环境的数据。本研究的目的是概述德国文化中跨文化翻译 Lieberman/Brian 体育包容性评估量表的初步见解。翻译过程遵循跨文化验证建议。专家审查提供了内容和表面有效性的检查。主要项目挑战集中在辅助教育工作者、体育馆管理以及对体育课的概念差异上。
