TEACHERS` PERCEPTIONS ABOUT INCLUSION OF STUDENTS WITH DISABILITIES IN PHYSICAL EDUCATION CLASSES

Authors

  • Márcia Greguol Gorgatti Universidade Estadual de Londrina
  • Dante De Rose Jr. Universidade de São Paulo

DOI:

https://doi.org/10.22456/1982-8918.2971

Keywords:

Social inequity. Special education. Disabled children. Prejudice.

Abstract

The purpose of this study was to verify regular schooling teacher’s attitudes toward inclusion children with disabilities in the classes. For that, 90 physical education teachers, from private and public schools, answered to a scale with 18 affirmations. It was observed by results that general tendency of teachers was negative toward inclusion. This pessimism wasn’t related to teachers sex and time experience. Stronger teachers pessimism was about their lack of preparing to work with handicapped students. Teachers with less experience time showed more optimism about the benefits of all students in inclusion settings. KEYWORDS: Inclusion. Special education. Disability

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Author Biographies

Márcia Greguol Gorgatti, Universidade Estadual de Londrina

Professora adjunta do Departamento de Esporte da Universidade Estadual de Londrina. Áreas: Atividade física e saúde; Atividade física e grupos especiais

Dante De Rose Jr., Universidade de São Paulo

Professor livre-docente e diretor da Escola de Artes, Ciências e Humanidades – Universidade de São Paulo

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Published

2009-02-16

How to Cite

GORGATTI, M. G.; DE ROSE JR., D. TEACHERS` PERCEPTIONS ABOUT INCLUSION OF STUDENTS WITH DISABILITIES IN PHYSICAL EDUCATION CLASSES. Movimento, [S. l.], v. 15, n. 2, p. 119–140, 2009. DOI: 10.22456/1982-8918.2971. Disponível em: https://seer.ufrgs.br/index.php/Movimento/article/view/2971. Acesso em: 25 jun. 2025.

Issue

Vol. 15 No. 2 (2009)

Section

Original Articles

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