Japanese Physical Educators' Beliefs on Teaching Students with Disabilities at Urban High Schools

Autor/inn/en	Sato, Takahiro; Hodge, Samuel R.
Titel	Japanese Physical Educators' Beliefs on Teaching Students with Disabilities at Urban High Schools
Quelle	In: Asia Pacific Journal of Education, 29 (2009) 2, S.159-177 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
Schlagwörter	Grounded Theory; Physical Education; Disabilities; Foreign Countries; Physical Education Teachers; Teacher Attitudes; Attitudes toward Disabilities; Inclusive Schools; Mainstreaming; Special Needs Students; Interviews; Severity (of Disability); Compliance (Legal); Educational Policy; Regular and Special Education Relationship; Teacher Education; Faculty Development; Urban Schools; High Schools; Secondary School Teachers; Japan + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Handicap; Behinderung; Ausland; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Inclusive school; Integrative Schule; Sonderpädagogischer Förderbedarf; Interviewing; Interviewtechnik; Schweregrad; Politics of education; Bildungspolitik; Lehrerausbildung; Lehrerbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule
Abstract	The purpose of this study was to analyse Japanese physical education teachers' beliefs on teaching students with disabilities in integrated classes. The participants were five physical education teachers in Japan. Situated in planned behaviour theory developed by Icek Ajzen in 1985, the research method was descriptive-qualitative case study as described by R.E. Stake in 2000. The primary sources of data were focused interviews. The interview data were analysed using constant comparative method. Results indicate that the teachers believed teaching students with disabilities, particularly those with severe disabilities, is difficult and complicated. Despite their concerns, the teachers worked at teaching students with disabilities largely because they were motivated to do so in compliance with significant referents and policies supporting integrated schooling. Japan's Special Support Education policies create a legal base for establishing teacher education programmes, ensuring that there is professional development training designed to prepare physical education specialists to competently teach students with disabilities in integrated settings. (Contains 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10