Attitudes toward the participation of individuals with disabilities in physical activity: A review

Quest

Volumn 55, Issue 4, 2003, Pages 347-373

  Hutzler, Yeshayahu ^a  

^a WINGATE INSTITUTE   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33544465759     PISSN: 00336297     EISSN: 15432750     Source Type: Journal    
DOI: 10.1080/00336297.2003.10491809     Document Type: Article

References (87)

1. Active Living Alliance of Canadians With a Disability. (1994). Moving into inclusion: Introductory binder with abridged booklets. Glouchester, Ontario: Author.
2. American Alliance for Health, Physical Education, Recreation, and Dance. (1995). AAHPERDposition statement on inclusion. Reston, VA: author.
3. Ader, H.J., & Mellenbergh, G.H. (1999). Research methodology in the social, behavioral and life sciences. London: Sage.
4. Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckham (Eds.), Action-control from cognition to behavior (pp. 11-19). Heidelberg: Springer.
5. Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice Hall.
6. Allport, G.W. (1954). The nature of prejudice. Cambridge: Addison-Wesley.
7. Antonak, R. & Livneh, H. (1988). Studies of attitudes toward the habdicapped: The need for a new direction. Social Problems, 28, 321-337.
8. Archie, V.W., & Sherrill, C. (1989). Attitudes toward handicapped peers of mainstreamed and nonmainstreamed children in physical education. Perceptual and Motor Skills, 69, 319-322.
9. Bagley, M., & Green, J. (1981). Peer attitudes toward the handicapped scale. Austin, TX: PRO-ED.
10. Bandura, A. (1977). Self efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
11. Bergman, M.M., & Hanson, C.S. (2000). The relationship between participation in a sports camp and students’ attitudes towards persons with disabilities. Occupational Therapy in Health Care, 12(4), 51-63.
12. Bishop, P., Rizzo, T., & Silva, M. (1999). Attitudes of youth baseball coaches toward players with mild mental retardation. Palaestra, 15(3), 22-28.
13. Blinde, E.M., & McCallister, S.G. (1998). Listening to the voices of students with physical disabilities: Experiences in the physical education classroom. JOPERD, 69(6), 64-68.
14. Block, M.E. (1995). Development and validation of the Children’s Attitudes Toward Integrated Physical Education-Revised (CAIPE-R) Inventory. Adapted Physical Activity Quarterly, 12, 60-77.
15. Block, M.E. (1999). Did we jump on the wrong bandwagon? Problems with inclusion in graphic”physical being helped/inclusive setting”education (Part I). Palaestra, 15(3), 30-38, 55-56.
16. Block, M.E., & Zeman, R. (1996). Including students with disabilities on regular physical education: Effects on non disabled children. Adapted Physical Activity Quarterly, 13, 38-49.
17. Bricker, D. (1995). The challenge of inclusion. Journal of Early Intervention, 19, 179-194.
18. Bulger, S.M., Scott-Townsend, J., & Carson, L.M. (2001). Promoting responsible student decision-making in elementary physical education. Journal of Physical Education, Recreation and Dance, 72(7), 18-23.
19. Center, Y, & Ward, J. (1987). Teacher’s attitudes toward the integration of disabled children in regular schools. The Exceptional Child, 31, 41-56.
20. Committee on Adapted Physical Education. (1952). Guiding principles for adapted physical education. Journal of Health, Physical Education, and Recreation, 23, 15-28.
21. Conaster, P., Block, M., & Gansender, B. (2002). Aquatic instructors’ beliefs toward inclusion.: The theory of planned behavior. Adapted Physical Activity Quarterly, 19, 172-187.
22. Davis, W.E., & Burton, A.W. (1991). Ecological task analysis: Translating movement behavior theory into practice. Adapted Physical Activity Quarterly, 8, 154-177.
23. DePauw, K.P., & Doll-Tepper, G. (2000). Toward progressive inclusion and acceptance: Myth or reality? The inclusion debate and the bandwagon discourse. Adapted Physi-calActivity Quarterly, 17, 135-143.
24. Downs, P. (1995). Willing and able: An introduction to inclusive practices. Canberra, Australia: The Australian Sport Commission.
25. Downs, P (2003). Toward a society for all through adapted physical activity-Is a paradigm shift needed? In M. Dinold, G. Gerber, & T. Reinelt (Eds.), Toward a society for all-Through adapted physical activity. Proceedings of the 13th International Symposium, Adapted Physical Activity 2001 (pp. 19-28). Vienna, Austria: Manz Verlag Schulbuch.
26. Downs, P. & Williams, T. (1994). Student attitudes toward integration of people with disabilities in activity settings: A European comparison. Adapted Physical Activity Quarterly, 11, 32-43.
27. Federal Register (1977). PL 94-142, The Education for All Handicapped Children Act. Washington DC: The Author.
28. Folsom-Meek, F.L., Nearing, R.J., Groteluschen, W., & Krampf, H. (1999). Effects of academic major, gender, and hands-on experience on attitudes of preservice professionals. Adapted Physical Activity Quarterly, 16, 389-402.
29. Folsom-Meek, S.L., & Rizzo, T.L. (2002). Validating the physical educators’ attitude toward teaching individuals with disabilities III (PEATID III) Survey for future professionals. Adapted Physical Activity Quarterly, 19, 141-154.
30. Gibson, S. & Dembo, M.H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
31. Goodwin, D.L. (2001). The meaning of help in PE: Perceptions of students with physical disabilities. Adapted Physical Activity Quarterly, 18, 289-303.
32. Goodwin, D.L., & Watkinson, E.J. (2000). Inclusive physical education from the perspective of students with physical disabilities. Adapted Physical Activity Quarterly, 17, 144-160.
33. Grayson, E., & Marini, I. (1996). Simulated disability exercise and their impact on attitudes toward person with disabilities. International Journal of Rehabilitation Research, 19, 123-131.
34. Hedrick, B. (1986). Wheelchair sport as a mechanism for altering the perceptions of the nondisabled regarding their disabled peers’ competence. Therapeutic Recreation Journal, 20(4), 72-84.
35. Heikinaro-Johansson, P., Sherrill, C., French, R., & Huuhka, H. (1995). Adapted physical education consultant model to facilitate integration. Adapted Physical Activity Quarterly, 12, 12-33.
36. Hodge, S.R., Murata, N.M., Block, M.E., & Lieberman, L.J. (2003). Case studies in adapted physical education: Empowering critical thinking. Scottsdale, AZ: Holcomb Hathaway.
37. Hodge, S.R., & Jansma, P. (2000). Physical education majors’ attitudes toward teaching students with disabilities. Teacher Education and Special Education, 23, 211-224.
38. Hodge, S.R., Davis, R., Woodward, R., & Sherrill, C. (2002). Comparison of practicum types in changing preservice teachers’ attitudes and perceived competence. Adapted Physical Activity Quarterly, 19, 155-171.
39. Hutzler, Y. (2003). Empowerment of individuals with disabilities through physical activity: State of the art. In M. Dinold, G. Gerber, & T. Reinelt (Eds.), Toward a society for all-Through adapted physical activity (pp. 57-65). Vienna, Austria: Manz Verlag Schulbuch.
40. Hutzler, Y., Fliess, O., Chacham, A., & Van den Auweele, Y. (2002). Perspectives of children with physical disabilities on inclusion and empowerment: Supporting and limiting factors. Adapted Physical Activity Quarterly, 19, 300-317.
41. Karlyvas, V & Reid, G. (2003). Sport adaptation, participation and enjoyment of students with and without physical disabilities. Adapted Physical Activity Quarterly, 20, 182-199.
42. Kisabeth, K.L., & Richardson, D.B. (1985). Changing attitudes toward disabled individuals: The effect of one disabled person. Therapeutic Recreation Journal, 19, 24-33.
43. Kozub, F.M., & Porretta, D.L. (1998). Interscholastic coaches’ attitudes toward integration of adolescents with disabilities. Adapted Physical Activity Quarterly, 15, 328-344.
44. Kowalski, E.M., & Rizzo, T.L. (1996). Factors influencing preservice student attitudes toward individuals with disabilities. Adapted Physical Activity Quarterly, 13, 180-196.
45. Kudlaeek, M., Valkova, H., Sherrill, C., Myers, B., & French, R. (2002). An inclusion instrument based on planned behavior theory for prospective physical educators. Adapted Physical Activity Quarterly, 19, 280-299.
46. Kunc, N. (1992). The need to belong. Rediscovering Maslow’s Hierarchy of Needs. In R.A. Villa, L.S. Thousand, W. Stainback, & S. Stainback (Eds.), Restructuring for caring and effective education: Administrative guide to creating heterogenous schools (pp. 25-40). Baltimore: Paul Brooks.
47. Lieberman, L.J., Houston-Wilson, C., & Kozub, F.M. (2002). Perceived barriers to inclusing students with visual impairments in general physical education. Adapted Physical Activity Quarterly, 19, 364-377.
48. Lienert, C., Sherrill, C., & Myers, B. (2001). Physical educators’ concerns about integrating children with disabilities: A cross-cultural comparison. Adapted Physical Activity Quarterly, 18, 1-17.
49. Loovis, E.M., & Loovis, C.L. (1997). A disability awareness unit in physical education and attitudes of elementary school students. Perceptual and Motor Skills, 84, 768-770.
50. Luckner, J.L., & Nadler, R.S. (1995). Processing adventure experiences: It’s the story that counts. Therapeutic Recreation Journal, 29(3) 22-31.
51. Nirje, B. (1969). The normalization principle and its human management implications. In R. Kugel & W. Wolfensberger (Eds.), Changing patterns in residential services for the mentally retarded (pp. 181-195). Washington DC: President’s Committee on Mental Retardation.
52. Obrusnikova, I., Valkova, H., & Block, M.E. (2003). Impact of inclusion in general physical education on students without disabilities. Adapted Physical Activity Quarterly, 20, 230-245.
53. Patrick, G.D. (1987). Improving attitudes toward disabled persons. Adapted Physical Activity Quarterly, 4, 316-325.
54. Politino, V., & Smith, S.L. (1989). Attitude toward physical activity and self concept of emotionally disturbed and normal children. Adapted Physical Activity Quarterly, 6, 371-378.
55. Polloway, EA., Smith, J.D., Patton, J. R., & Smith, T.E.C. (1996). Historical changes in mental retardation and developmental disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 31, 3-12.
56. Porretta, D.L., Kozub, F.M., & Lisboa, F.L. (2000). Documentary analysis of survey research in adapted physical activity: 1984-1998. Adapted Physical Activity Quarterly, 17, 286-296.
57. Rappaport, J. (1985). The power of empowerment language. Social Policy, 16, 15-21.
58. Reid, G. (in press). Adapted physical activity-What is it? In R. Steadward, G. Wheeler, & E.J. Watkinson (Eds.), Adapted Physical Activity. Edmonton, AB: University of Alberta Press.
59. Reiter, S., Schanin, M., & Tirosh, E. (1998). Israeli elementary school students’ and teachers’ attitudes towards mainstreaming children with disabilities. Special Services in the Schools, 13, 33-46.
60. Rizzo, T.L. (1984). Attitudes of physical educators toward teaching handicapped pupils. Adapted Physical Activity Quarterly, 1, 267-274.
61. Rizzo, T.L., & Vispoel, W.P. (1991). Physical educators’ attributes and attitudes toward teaching students with handicaps. Adapted Physical Activity Quarterly, 8, 4-11.
62. Rizzo, T.L., & Vispoel W.P. (1992). Changing attitudes about teaching students with handicaps. Adapted Physical Activity Quarterly, 9, 54-63.
63. Rogers, J. (1993). The inclusion revolution. Phi Delta Kappa Research Bulletin, 11 (4), 1-6.
64. Rowe, J., & Stutts, R. (1987). Effects of practical type, experience and gender on attitudes of undergraduate physical education majors toward disabled persons. Adapted Physical Activity Quarterly, 4, 268-277.
65. Sable, J. (1995). Efficacy of physical integration, disability awareness, and adventure programming on adolescents’ acceptance of individuals with disability. Therapeutic Recreation Journal, 29, 206-217.
66. Schmidt-Gotz, E., Doll-Tepper, G., & Lienert, C. (1994). Attitudes of university students and teachers towards integrating students with disabilities in regular physical education classes. Physical Education Review, 17, 45-57.
67. Sherrill, C. (1997). Past, present, future. Adapted Physical Activity Quarterly, 14, 1-7.
68. Sherrill, C. (1998). Adapted physical activity, recreation and Sport: Crossdisciplinary and lifespan. (5th ed.). Dubuque IA: WCB/McGraw.
69. Sherrill, C., & O’Connor, J. (1999). Guidelines for improving adapted physical activity research. Adapted Physical Activity Quarterly, 16, 1-8.
70. Sherrill, C., Rainbolt, W., & Ervin, S. (1984). Attitudes of blind persons toward physical education and recreation. Adapted Physical Activity Quarterly, 1, 3-11.
71. Siederis, G.D. & Chandler, J.P. (1996). Comparison of attitudes of teachers of physical and musical education toward inclusion of students with disabilities. Psychological Reports, 78, 768-770.
72. Slininger, D., Sherrill, C., & Jankowski, C.M. (2000). Children’s attitudes toward peers with severe disabilities: Revisiting contact theory. Adapted Physical Activity Quarterly, 17, 176-196.
73. Stainback, S., & Stainback, W. (1996). Inclusion: A guide for educators. Baltimore: Paul H. Brookes.
74. Stewart, C.C. (1988). Modification of student attitudes toward disabled peers. Adapted Physical Activity Quarterly, 5, 44-48.
75. Tabachnick, B.G. & Fidell, L.S. (1996). Using multivariate statistics. New York, NY: Harper & Collins.
76. Theodorakis, Y., Bagiatis, K., & Goudas, M. (1995). Attitudes toward teaching individuals with disabilities: Application of planned behavior theory. Adapted Physical Activity Quarterly, 12, 151-160.
77. Toon, C.J. & Gench, B.E. (1990). Attitudes of handicapped and non-handicapped high school students toward physical education. Perceptual and Motor Skills, 70, 1328-1330.
78. Triandis, H.C. (1971). Attitude and attitude change. New York: John Wiley and Sons.
79. Tripp, A. (1988). Comparison of attitudes of regular and adapted physical education teachers towards disabled individuals. Perceptual and Motor Skills, 66, 425-426.
80. Tripp, A., French, R., & Sherrill, C. (1995). Contact theory and attitudes of children in physical education programs toward peers with disability. Adapted Physical Activity Quarterly, 12, 323-332.
81. Tripp, A., & Sherrill, C. (1991). Attitude theories of relevance to adapted physical education. Adapted Physical Activity Quarterly, 8, 12-27.
82. Vaughn, S., Schumm, J., Jallad, B., Slusher, J., & Samuel, L. (1996). Teachers’ views of inclusion. Learning Disabilities Research and Practice, 11(2), 96-106.
83. Vogler, E.W., Koranda, P., & Romance, T. (2000). Including a child with severe cerebral palsy in physical education: A case study. Adapted Physical Activity Quarterly, 17, 161-175.
84. White, M., & Epston, D. (1990). Narrative means to therapeutic ends. New York: W.W. Norton.
85. Wolfensberger, W. (1972) The principles of normalization in human services. Toronto: Washington, DC: National Institute on Mental Retardation.
86. Woodward, R. (1995). The effects of gender and type of disability on the attitudes of children toward their peers with physical disabilities. Therapeutic Recreation Journal, 29, 218-227.
87. World Health Organization. (2001). International classification of functioning, disability and health (ICF). Geneva, Switzerland: Author [On-line]. Available: http://www3.who.int/icf/icftemplate.cfm