Evaluation of Physical Condition and Mental Ability of Physically Challenged Pupils in Inclusive Education Centres in Jordan
الكلمات المفتاحية:
Physical Condition; Mental Ability; Physically Challenged; Pupils; Inclusive Education
الملخص
The study made an evaluation of the physical condition and mental ability of physically challenged pupils in inclusive education centres in Jordan. In order to carry out this study, specified research objectives were formulated and used for the study. The research design for this study is a survey design. The target population for this study included all physically disabled pupils in preschools in Amman, Jordan. A simple random sample was made up of 376 pupils with physical disabilities. The instrument used for data collection was a questionnaire. Data from completed questionnaires was subjected to percentage analysis. The findings demonstrated and conclude that inclusive education development must shift away from a deficit mindset and towards a focus on community collaboration, attention to existing assets, and scaling up successful inclusive education policies and practices. The study recommends that appropriate policies and laws to support inclusive education be made to protect physically challenged pupils against marginalization. that more special education teachers should be employed to cover the deficit and motivate the existing ones.
المراجع
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2. Ary, J.l., Uil, O. Kandel, O. (1996) Attitudes of physical education majors in Turkey towards disability are changed by adaptive physical education training. Perceptual and Motor Skills, 104, 166–170. doi: 10.2466/PMS.104.1.166-170.
3. Block, H. (1992) . Development and validation of the Children’s Attitudes Toward Integrated Physical Education-Revised (CAIPE-R) inventory. Adapted Physical Activity Quarterly, 12(1), 60–77.
4. Effiong, H. (2005) Inclusion and burnout in physical education. European Physical Education Review, 11(1), 29–50. doi: 10.1177/1356336X05049823
5. Eleweker, R. & Rodda, T. (2002) Effects of an adapted physical education course in changing attitudes. Clinical Kinesiology, 54, 52–58.
6. Konza, P. (2008) Physical education teachers’ reflections on preparation for inclusion. Physical Educator, 62(1), 44–56.
7. Messiou, G. (2017) . Using peer-mediated instructions for students with severe and multiple disabilities in inclusive physical education: A multiple case study. European Journal of Adapted Physical Activity, 1, 7–19.
8. Mifflin, K. (2003) Physical education students’ attitudes and self-efficacy towards the participation of children with special needs in regular classes. European Journal of Special Needs Education, 20, 309–32710.1080/08856250500156038
9. Mittler, V. (2000) Attitudes of physical educators toward the integration of handicapped students. Perceptual and Motor Skills, 70, 899–902.
10. Mutisya (2004) Dimensions of Thinking and Cognitive Instruction. Hillsdale, NJ: L. Erlbaum.
11. Ndinda, L. (2005) Including children with disability in physical education: General and specific attitudes of high-school students. European Journal of Adapted Physical Activity, 1(2), 21–30.
12. Neads (1999) Psychology of Learning for Instruction. (2nd ed.). Boston: Allyn and Bacon
13. Omari (2011), Disability and physical education. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The handbook of physical education (pp. 752–766). London: Sage.
14. Opertti, A. Walker, N. & Zhang, I. (2014) Peer tutoring: A plan for instructing students of all abilities. Journal of Physical Education, Recreation and Dance, 68 (6), 39–44
15. Peters, E. (2003) Exploring the meaning of practicum experiences for PETE students. Adapted Physical Activity Quarterly, 20, 381–399. Horton, M. L. (2001). Utilizing paraprofessionals in the general physical education
16. Phasha, A. Mahlo, M. & Dei, K. (2017) Physical education majors’ attitudes toward teaching students with disabilities. Teacher Education and Special Education, 23, 211–224. doi:
17. Rea, D. H., Perry, J. D.,Rumelhart, D., and D. Norman. (2002). Learning and cognition in education. Cogni-tive approaches: Basic information processing model. http://education.indiana.edu/∼p540/webcourse/cip.html.
18. Schuelka, A. & Johnstone, K. (2012) Attitude change of physical education majors toward teaching students with varied disability types. Clinical Kinesiology, 51(4), 73–79
19. Siebers, H. (2008). Comparison of practicum types in changing preservice teachers’ attitudes and perceived competence. Adapted Physical Activity Quarterly, 19, 155–171.
20. Shyman, Y. (2013) . Expectations, task persistence, and attributions in children with mental retardation during integrated physical education. Adapted Physical Activity Quarterly, 19, 334–349.
21. World Bank, (2017) Perceived barriers to including students with visual impairments in general physical education. Adapted Physical Activity Quarterly, 19(3), 364–377.
22. Maciver D, Rutherford M, Arakelyan S, Kramer JM, Richmond J, Todorova L, Romero-Ayuso D, Nakamura-Thomas H, Ten Velden M, Finlayson I, O'Hare A, Forsyth K. Participation of children with disabilities in school: A realist systematic review of psychosocial and environmental factors. PLoS One. 2019 Jan 29;14(1):e0210511. doi: 10.1371/journal.pone.0210511. PMID: 30695082; PMCID: PMC6350972.
2. Ary, J.l., Uil, O. Kandel, O. (1996) Attitudes of physical education majors in Turkey towards disability are changed by adaptive physical education training. Perceptual and Motor Skills, 104, 166–170. doi: 10.2466/PMS.104.1.166-170.
3. Block, H. (1992) . Development and validation of the Children’s Attitudes Toward Integrated Physical Education-Revised (CAIPE-R) inventory. Adapted Physical Activity Quarterly, 12(1), 60–77.
4. Effiong, H. (2005) Inclusion and burnout in physical education. European Physical Education Review, 11(1), 29–50. doi: 10.1177/1356336X05049823
5. Eleweker, R. & Rodda, T. (2002) Effects of an adapted physical education course in changing attitudes. Clinical Kinesiology, 54, 52–58.
6. Konza, P. (2008) Physical education teachers’ reflections on preparation for inclusion. Physical Educator, 62(1), 44–56.
7. Messiou, G. (2017) . Using peer-mediated instructions for students with severe and multiple disabilities in inclusive physical education: A multiple case study. European Journal of Adapted Physical Activity, 1, 7–19.
8. Mifflin, K. (2003) Physical education students’ attitudes and self-efficacy towards the participation of children with special needs in regular classes. European Journal of Special Needs Education, 20, 309–32710.1080/08856250500156038
9. Mittler, V. (2000) Attitudes of physical educators toward the integration of handicapped students. Perceptual and Motor Skills, 70, 899–902.
10. Mutisya (2004) Dimensions of Thinking and Cognitive Instruction. Hillsdale, NJ: L. Erlbaum.
11. Ndinda, L. (2005) Including children with disability in physical education: General and specific attitudes of high-school students. European Journal of Adapted Physical Activity, 1(2), 21–30.
12. Neads (1999) Psychology of Learning for Instruction. (2nd ed.). Boston: Allyn and Bacon
13. Omari (2011), Disability and physical education. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The handbook of physical education (pp. 752–766). London: Sage.
14. Opertti, A. Walker, N. & Zhang, I. (2014) Peer tutoring: A plan for instructing students of all abilities. Journal of Physical Education, Recreation and Dance, 68 (6), 39–44
15. Peters, E. (2003) Exploring the meaning of practicum experiences for PETE students. Adapted Physical Activity Quarterly, 20, 381–399. Horton, M. L. (2001). Utilizing paraprofessionals in the general physical education
16. Phasha, A. Mahlo, M. & Dei, K. (2017) Physical education majors’ attitudes toward teaching students with disabilities. Teacher Education and Special Education, 23, 211–224. doi:
17. Rea, D. H., Perry, J. D.,Rumelhart, D., and D. Norman. (2002). Learning and cognition in education. Cogni-tive approaches: Basic information processing model. http://education.indiana.edu/∼p540/webcourse/cip.html.
18. Schuelka, A. & Johnstone, K. (2012) Attitude change of physical education majors toward teaching students with varied disability types. Clinical Kinesiology, 51(4), 73–79
19. Siebers, H. (2008). Comparison of practicum types in changing preservice teachers’ attitudes and perceived competence. Adapted Physical Activity Quarterly, 19, 155–171.
20. Shyman, Y. (2013) . Expectations, task persistence, and attributions in children with mental retardation during integrated physical education. Adapted Physical Activity Quarterly, 19, 334–349.
21. World Bank, (2017) Perceived barriers to including students with visual impairments in general physical education. Adapted Physical Activity Quarterly, 19(3), 364–377.
22. Maciver D, Rutherford M, Arakelyan S, Kramer JM, Richmond J, Todorova L, Romero-Ayuso D, Nakamura-Thomas H, Ten Velden M, Finlayson I, O'Hare A, Forsyth K. Participation of children with disabilities in school: A realist systematic review of psychosocial and environmental factors. PLoS One. 2019 Jan 29;14(1):e0210511. doi: 10.1371/journal.pone.0210511. PMID: 30695082; PMCID: PMC6350972.
منشور
2023-03-18
كيفية الاقتباس
Dr. Reem Abdullah Al-Kenani. (2023). Evaluation of Physical Condition and Mental Ability of Physically Challenged Pupils in Inclusive Education Centres in Jordan . Journal of Educational and Human Sciences, (21), 160-176. https://doi.org/10.33193/JEAHS.21.2023.336
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