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The Impact of Post-secondary Education Programs on the Attitudes and Beliefs of Physical Education Majors.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of Post-secondary Education Programs on the Attitudes and Beliefs of Physical Education Majors./
Author:	Kean, Ashley E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	156 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-05, Section: A.
Contained By:	Dissertations Abstracts International83-05A.
Subject:	Physical education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28497605
ISBN:	9798492736873

The Impact of Post-secondary Education Programs on the Attitudes and Beliefs of Physical Education Majors.
Kean, Ashley E.

The Impact of Post-secondary Education Programs on the Attitudes and Beliefs of Physical Education Majors. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 156 p.

Source: Dissertations Abstracts International, Volume: 83-05, Section: A.

Thesis (D.Ed.)--East Stroudsburg University, 2021.

This item must not be sold to any third party vendors.

Postsecondary education programs exist throughout the country. This growth has led to substantial increases in students with developmental disabilities participating in college classes among typically-developing peers. One subset of the college population that could benefit from these inclusive practices are physical education majors. Physical education majors often lack experience and contact with students with developmental disabilities during their teacher preparation, leading to negative attitudes and beliefs about working with these students during their careers. These uninformed attitudes are concerning because PE teachers are some of the most involved general education teachers in the lives of students with developmental disabilities because of their inclusion in PE classes. The purpose of this qualitatively-driven study with a quantitative supplemental component was to determine whether undergraduate PE majors at a northeastern Pennsylvania state university experienced a change in attitudes and beliefs about students with developmental disabilities participating in an inclusive college course, and whether this change in attitude toward peers with developmental disabilities is reflective of their opinions of students with developmental disabilities participating in the inclusive PK-12 PE setting. Results of this study suggest the PE majors view postsecondary education programs as a generally positive experience for all students and see the major benefit as an opportunity for all participants to gain experience interacting with people different from themselves. Overall, participants identified the diversity of their state university and effective modeling of inclusive practices by their professors as having the most impact on their attitudes and beliefs about including peers and students with IDD in PE classes.

ISBN: 9798492736873Subjects--Topical Terms:

635343
Physical education.
Subjects--Index Terms:

Attitudes

The Impact of Post-secondary Education Programs on the Attitudes and Beliefs of Physical Education Majors.
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500 $a Advisor: Lare, Doug;White, Gene.
502 $a Thesis (D.Ed.)--East Stroudsburg University, 2021.
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520 $a Postsecondary education programs exist throughout the country. This growth has led to substantial increases in students with developmental disabilities participating in college classes among typically-developing peers. One subset of the college population that could benefit from these inclusive practices are physical education majors. Physical education majors often lack experience and contact with students with developmental disabilities during their teacher preparation, leading to negative attitudes and beliefs about working with these students during their careers. These uninformed attitudes are concerning because PE teachers are some of the most involved general education teachers in the lives of students with developmental disabilities because of their inclusion in PE classes. The purpose of this qualitatively-driven study with a quantitative supplemental component was to determine whether undergraduate PE majors at a northeastern Pennsylvania state university experienced a change in attitudes and beliefs about students with developmental disabilities participating in an inclusive college course, and whether this change in attitude toward peers with developmental disabilities is reflective of their opinions of students with developmental disabilities participating in the inclusive PK-12 PE setting. Results of this study suggest the PE majors view postsecondary education programs as a generally positive experience for all students and see the major benefit as an opportunity for all participants to gain experience interacting with people different from themselves. Overall, participants identified the diversity of their state university and effective modeling of inclusive practices by their professors as having the most impact on their attitudes and beliefs about including peers and students with IDD in PE classes.
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