Attitudes of physical education (PE) teachers towards inclusion of students with disabilities in mainstream PE classes

The implementation of Compulsory Education (CE) Act in Singapore in the year 2003 had since given children above the age of 6-year-old the right to be educated. Even though a child with special needs is exempted from the Act, the right to pursue education had motivated more parents to enroll their children in mainstream schools. This was such that their children could be integrated during their early growing-up years. Research has shown that fostering of meaningful friendships in school can eventually become future supports for the students into their adulthood. This is particularly important and beneficial for a child with special needs. One of the main contributing factors for such to occur is the positive attitude of educators. This study investigated the attitudes of Pre- and In-service Physical Educators towards conducting inclusive Physical Education (PE) lessons in Singapore. In particular, to also understand if teacher education curriculum that included special education and adapted PE topics/course influence the reported attitude of PE teachers. The Physical Educator’s Attitude Toward Teaching Individuals with Disabilities III (PEATID-III) questionnaire was administered to 40 Pre- and In-Service Physical Educators. There were no significant differences found between the attitudes. However, Pre-Service Bachelor of Science (Education) (BSc) physical educators who underwent Adapted Pedagogy exhibited more positive attitude towards conducting inclusive lessons. Keywords: Physical Education, Singapore, Special Needs Education, Inclusive LessonsBachelor of Science (Sport Science and Management