Investigating reported self-efficacy, attitudes, challenges, and knowledge of physical educators of autistic children across Europe
| Authors | |
|---|---|
| Year of publication | 2024 |
| Type | Article in Periodical |
| Magazine / Source | International Journal of Developmental Disabilities |
| MU Faculty or unit | |
| Citation | |
| web | https://www.tandfonline.com/doi/full/10.1080/20473869.2024.2366723 |
| Doi | http://dx.doi.org/10.1080/20473869.2024.2366723 |
| Keywords | Physical education; self-efficacy; autism; applied behavior analysis |
| Description | Throughout Europe, autistic children are increasingly supported in the inclusive classroom. However, little is known about physical educators’ preparation to support student diversity. Historically, European countries newer to the adoption of inclusivity, such as the Czech Republic, Cyprus, and North Macedonia, have less standardized practices in place for meaningful inclusion. As a result, physical educators may not have received needed training. To further investigate this, a survey was conducted to examine self-assessed knowledge and attitudes with 209 physical educators. Analysis of their responses showed moderate levels of self-efficacy. However, a novel look at challenges and practices verified that respondents do not consider themselves skilled in implementing strategies for supporting autistic children in inclusive physical education classrooms. The findings suggest that more substantial work is needed to develop empirically grounded preservice and continuing education programs and foster regulations surrounding evidence-based pedagogy. |
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