Physical Educators' Attitudes Toward Teaching Students With Disabilities

With the development of special education, number of students taking regular classes is increasing. As a result, their right for taking education has been increasingly drew the attention of the whole society. As one of the objectives of educating a student to a "moral, intellectual, physical, and artistic" talent, the status of physical education is increasingly highlighted. This essay aimed to reflect the current situation of the PE teacher's attitude towards the students of disabilities, and also explored different background factors of physical education teachers and their students with disabilities on the relationship between attitudes, as well as physical education teachers and sports professionals serving students with disabilities between the attitude of the students differences in learning in regular class sports work for the future development of the foundation in theory.This study by consulting literature, the use of PEATID-III Scale, in Beijing primary and secondary schools,300 physical education teachers, as well as the Beijing Sports University, Capital Institute of Physical Education of the 300 physical education students, conducted a survey of all After the data were SPSS15.0 software processing, the following conclusions:1. In the physical education teachers 17 different background factors, on the attitude of students with disabilities was very significant difference between the background factors:gender, special education degree programs; right attitude of students with disabilities showed significant differences in background factors as follows:teaching experience in self-evaluation; right attitude of students with disabilities did not show significant differences in background factors: age, taught school class, teaching age, teaching experience, adapted physical programs, adapted physical seminars, special education master 's degree programs, teaching ability of self-evaluation, Executive part-time, graduate schools, graduate and professional schools on behalf of the members. 2. Barriers to physical education teachers for different categories of student attitudes were positive, in turn reduced the extent of its forward order:obesity/overweight, physical ill health, learning disabilities, hearing impairment, visual impairment, physical disabilities, mild to moderate mental retardation, emotional/behavioral disorder.3. In the sport of professional students in 13 different background factors, the right attitude of students with disabilities showed very significant differences in factors:gender; right attitude of students with disabilities showed significant differences in factors:age, teaching experience; on the attitude of students with disabilities did not show significant differences in the factors as follows:bachelor's and master's programs meet the sport, to adapt to sports seminars, special education, bachelor's and master's programs, special education seminars, taught school type, teaching experience, self-evaluation, teaching ability to self-evaluation and school team members.4. The orders of the attitude of Physical Education majored students towards different types of barriers is:physically sick, hearing impairment, obesity/overweight, learning disabilities, physical disabilities, visual impairments, mild to moderate mental retardation, emotional/behavioral disorder. Among them, the attitudes of mild to moderate mental retardation and emotional/behavioral disorder are negative.5. Attitude of PE teachers is more positive than physical education majored students towards students of different types disabilities.