Pre-Service Physical Education Teachers and Inclusive Education: Attitudes, Concerns and Perceived Skill Needs

Abstract

The purpose of this study is to ascertain Botswana physical education (PE) student teachers' attitudes toward the inclusion of children with disabilities in the general education classrooms and also to identify their concerns and perceived skill needs with regards to inclusion. A two-part questionnaire consisting of background variables and attitudes using the ATIES Scale was completed by 96 PE student teachers from the University of Botswana. Data on the concerns, and perceived skill needs were collected through interviews and analysed descriptively. Statistic descriptive, t-tests and ANOVA were employed to analyse the quantitative data. The results of the study have shown that PE pre-service student teachers have moderately positive attitudes towards inclusion. Participants were also more concerned about the lack of knowledge and skills required for inclusion and that resources and pedagogical knowledge on inclusion were perceived as the required skills for the success of inclusion in Botswana.