Start Date
17-6-2025 3:00 PM
End Date
17-6-2025 4:30 PM
Abstract
Introduction
This study investigates the sentiments, attitudes, and concerns of pre-service physical education teachers (PreTs) regarding inclusive education at Chandrashekhar Agashe College of Physical Education (CACPE), Pune. Understanding PreTs’ perceptions toward inclusion is essential, as positive attitudes are strong predictors of the success of inclusion reforms.
Methodolgy
The study sample included 216 PreTs from B.P.Ed and M.P.Ed programs during the 2021–2023 academic year. The Sentiments, Attitudes, and Concerns about Inclusive Education – Revised (SACIE-R) scale was used to measure PreTs’ emotional responses, acceptance of learners with special needs, and concerns about implementing inclusive practices.
Results & conclusion
The findings indicate that PreTs hold moderately positive attitudes (mean = 14.18), positive sentiments (mean = 14.6), and moderate concerns (mean = 12.5) toward inclusion. Female PreTs reported slightly higher levels of positive sentiments and concerns than their male counterparts. The study highlights the need for enhanced training on disability legislation and policy to strengthen PreTs' confidence and effectiveness in inclusive classrooms.
Recommended Citation
Naik, Shraddha Abhijit Dr and Faleiro, Vilma Ms, "Pre-Service Physical Education Teachers' Sentiments, Attitudes, and Concerns Toward Inclusion of Students with Disabilities: A Study at CACPE" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 68.
https://sword.mtu.ie/isapa/2025/day2/68
Pre-Service Physical Education Teachers' Sentiments, Attitudes, and Concerns Toward Inclusion of Students with Disabilities: A Study at CACPE
Introduction
This study investigates the sentiments, attitudes, and concerns of pre-service physical education teachers (PreTs) regarding inclusive education at Chandrashekhar Agashe College of Physical Education (CACPE), Pune. Understanding PreTs’ perceptions toward inclusion is essential, as positive attitudes are strong predictors of the success of inclusion reforms.
Methodolgy
The study sample included 216 PreTs from B.P.Ed and M.P.Ed programs during the 2021–2023 academic year. The Sentiments, Attitudes, and Concerns about Inclusive Education – Revised (SACIE-R) scale was used to measure PreTs’ emotional responses, acceptance of learners with special needs, and concerns about implementing inclusive practices.
Results & conclusion
The findings indicate that PreTs hold moderately positive attitudes (mean = 14.18), positive sentiments (mean = 14.6), and moderate concerns (mean = 12.5) toward inclusion. Female PreTs reported slightly higher levels of positive sentiments and concerns than their male counterparts. The study highlights the need for enhanced training on disability legislation and policy to strengthen PreTs' confidence and effectiveness in inclusive classrooms.