The effects of the pre-inclusion model on elementary general physical educators' attitudes and behaviors towards students with disabilities

This study examined the effect the Pre-inclusion Model had upon three elementary general physical educator's attitudes and behaviors when including a student with a disability in a general physical education class. The Pre-inclusion model is a strategy allowing the teacher to (a) work on specific adaptations with the student with the disability in a self contained setting prior to the student with the disability being included in a general physical education class, and then (b) utilize these adaptations during the inclusion of the student in the general physical education class. Each participant was interviewed and completed the PEATID-III survey at the start of the study. The participants were also videotaped weekly and maintained weekly journal entries throughout the duration of the 15-week study. The treatment was implemented on a staggered basis to each of the participants after an average of 6 weeks of baseline. At the close of the study, each participant again completed the PEATID-III survey and participated in a partially structured post-interview. A mixed-methods research design was utilized for this study. The quantitative data from the PEATID-III is expressed by a comparison of the participants' total score and mean scale from the pre-survey to their post-survey, and the amount of time (duration) the teacher spent with the student during the baseline was compared to their duration during the treatment phase. Participants were also asked to express if they believed the PIM influenced their perceived teaching competence. Finally, participants were asked to highlight their likes and dislikes about the PIM through the use of teaching journals and the pre and post interviews. Results of the study indicated that teachers post survey scores of the PEATID-III for both the total score and mean scale slightly increased. Also, the duration of teacher - student interaction decreased for 2 of the 3 participants. In addition, teachers believed the PIM had improved their perceived teaching competence and believed the "benefits" of implementing the PIM outweigh the "costs." Results were discussed with reference to application to practice as well as future research.