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CHAPTER 11.
Trends and Issues In Teaching Learners With
Difficully Walking and Moving
1. Teacher’s Beliefs, Attitudes, and Values Toward Inclusion of Learners
with Physical Disability
Introduction The beliefs, attitudes, and values of teachers and other school staff toward inclusion of learners with physical disability are important as they shape how they teach and respond toward these learners. These include their personal experiences, as well as the larger environment of the school, the community, and culture. Thus, in understanding how teachers' view inclusion of learners with physical disability, we should also take a look at the larger perspective. They can be placed on the same site but kept separate (locational integration); they can be mixed at social times, e.g., during mealtimes (social integration); or they can be placed in the same classes as their peers (academic integration). The needs of children with physical disabilities should be seen as a continuum, depending on their needs. Those with less severed difficulties could be partially integrated and included in mainstream schools. The development of inclusion has put into action the following principles (Fox, 2015).
1.All children attend the school to which they would go if they had no disabilities; 2. A natural proportion of children with disabilities occurs at any school; 3. No child should be excluded on the basis of a disability; 4. School and general education placements are age-appropriate, with no self- contained special educational classes operating on the school site; 5. Cooperative learning and peer teaching methods receive significant use in general teaching practice at the school; and 6. Special educational support teachers and teaching assistants are provided within the context of the general educational class and other inclusive environments
Teachers are crucial for the success of inclusive education, particularly in physical education (P.E.) classes. A study by Jerlinder, Danermark, and Gill (2010) examined P.E. teachers' attitudes towards inclusion, especially for learners with physical disabilities in mainstream P.E. classes at primary schools. The findings showed that P.E. teachers generally have a positive attitude toward including these learners. Demographic factors like gender, age, years of service, and work satisfaction didn't significantly impact their views. However, P.E. teachers who had experience teaching students with physical disabilities had slightly more positive attitudes. Key factors predicting a positive attitude include (1) having adequate training; (2) having general school support from. Parents' Experience of Enabling Participation of their Children with Physical Disability
Inclusive education aims to facilitate the participation of students with disabilities,
talents, and gifts not only in school but also in their broader home and community environments. The role of parents in this endeavor is crucial, as highlighted in a study by Piškur and colleagues (2016). Their involvement encompasses thoughts, feelings, and concerns regarding their child's participation across different contexts. The study revealed that parents often grapple with issues related to complex systems, laws, and regulations, challenges posed by the physical and social environment, and difficulties in finding or enabling activities for their children. This underscores the need to extend the scope of inclusive education beyond the school and encourages increased parental involvement in ensuring the inclusion of children with disabilities.
Promoting Positive Social Interactions Between Children With
and Without Physical Disabilities in School Although inclusive education intends to integrate and promote social interactions between children with and without disabilities, children with disabilities may still feel socially isolated. In order to address that, Tavares, (2011) designed a program called summarizes the program. "Kids are Kids," which intends to develop positive impact on attitudes of children toward learners with physical disabilities, and thus, promote social inclusion.
"Kids are Kids" Program
• The "Kids are Kids" Program was developed for children from Grades 1 to 8 who are enough to meet the individual needs of each child. experiencing difficulties in their school. The program was designed to be flexible enough to meet the individual needs of each child. •The target child (learner with physical disability) is chosen through input from parent, child, and teacher. The presentation starts with sharing of the classmates about what students and peer with disability. they know about the learner with disability (e.g., what the learner is good at). The presenters (e.g., education consultant) seek to discover commonalities between the students and peer with disability. •Students are shown slides with statements such as "Children are similar in some ways." "All children want to have friends." "Children with disabilities can do all sorts The slides are discussed in class while the classmates are encouraged to of things. share their thoughts about these statements. The goal is to make the class realize that they are more similar with than different from their classmate with disability. •A brief video is shown, highlighting children with disabilities interacting with other children and engaging in different social and recreational activities. •After watching the video, specific information about the child's disability is provided and classmates are encouraged to ask questions. Other activities such as problem solving and role playing on how they might approach their classmate with disability are done.
A program was successful in improving children's attitudes toward peers with
disabilities, both immediately and a month after its implementation (Tavares, 2011).
