Influence of sex, age, and initial training of university teachers in the physical activity and physical education area on perception of inclusive education
DOI:
https://doi.org/10.22456/1982-8918.138400Keywords:
university teaching, higher education, quality, disability, inclusionAbstract
The objective of the study was to analyze the differences in perception regarding the inclusion of students with disabilities based on gender, age, and initial education (Physical activity and sport sciences [PASS] vs. Education) among university teachers in the field of Physical Activity and Sport (PAS) and Physical Education (PE). One hundred university teachers from the AFyD and EF areas participated in the present study, responding to the questionnaire "Teachers' Perception of Educational Inclusion Difficulties (DPIE)." The results obtained indicate that female teachers report better outcomes than male teachers regarding the inclusion of students with disabilities. Additionally, older teachers show more favorable attitudes toward inclusion than younger ones and those trained in PASS. Taking into account the results obtained, gender and age, and to a lesser extent, initial academic training, have an impact on the attitude and predisposition of university professors in PAS and EF towards inclusive education.
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