A Study On The Concerns Of Primary And Secondary School Teachers Toward Inclusive Physical Education In Shanghai

Background: As the total and proportion of the disabled population of the world are increasing year by year,the development and security of education for the disabled cannot be disregarded.As the international community keeps eyes on the rights of persons with disabilities and fair education right of disabled children,more and more disabled students can enter inclusive classroom in the fusion of ordinary students and students with disabilities.As the main body of curriculum implementation,the teachers play a vital role in the full implementation of the teaching effect.Due to physical education teaching activities unique practicality,a higher request for the PE inclusive teachers is set.That concerned all PE inclusive teachers.Long-term concerns will not only affect teachers' physical and mental health,also affect the students' all-round development.Therefore understand concerns level and factors of primary and secondary physical education teachers on inclusive physical education is necessary.Thus achieve the goal to alleviate teachers' concerns and promote the development inclusive physical education.Methods: In this study,the CIES-PE scale was used to objectively evaluate the overall concerns level and concerns level of disabled students taught by PE teachers in primary and secondary schools in Shanghai.From the factors example the PE teachers demographic factors(gender,educational background,title)and PE teachers' teaching age,the experience of contact with disabled people and legal knowledge on the rights of disabled people,experience in teaching disabled people,we explore the concerns differences between professor of PE teachers in ordinary sports environment of disabled students.This paper deeply probes into the factors and the specific contents of the concerns of the PE teachers in primary and secondary schools in Shanghai about PE inclusive education.Accordingly,targeted measures should be taken to improve the professional level of inclusive PE teachers and improve the quality of PE inclusive teaching.Results: First,the PE teachers in primary and secondary schools in Shanghai have a moderate degree of concern about inclusive physical education.Among the five dimensions of concern,they have the highest degree of concerns about the support of inclusive physical education and the lowest degree of concerns about the workload.Second,there was no significant difference in the concerns level of PE teachers of different gender and teaching age in inclusive PE teaching.But from the mean level it shows that the concerns level of male teachers was higher than that of female teacher.The younger teachers have slightly higher level of concerns than the older ones.Teachers with shorter teaching years had higher concerns levels than teachers with longer teaching years.But the opposite true in terms of support and workload.Thirdly,the higher the teacher's education background,the higher the concerns level of inclusive physical education,and the significant difference in the dimension of teaching effectiveness.The higher the professional title of teachers,the higher the concerns level of inclusive physical education teaching,showing significant differences in teaching effect,support received,workload and overall concerns level.Fourthly,whether the teachers participated in inclusive education training or not,the experience of contact with disabled persons,and for protection of the rights of persons with disabilities' understanding of the legal knowledge and teachers of inclusive education concerns has no significant effect of teaching,but teaching experience has significant impact of teacher's concern level,professor with the disabled experience of professor teachers concerns level is lower than not experienced teachers.Suggestions: First of all,the legal effect of inclusive education policy should be gradually enhanced.It' s necessary to improve the legal policies related to the development of inclusive education and the protection of the rights of inclusive teachers.Meanwhile,an open and inclusive environment for the development of inclusive education should be created.Secondly,alleviate the external factors that cause the concerns of inclusive physical education teachers,and strengthen the resource support for the development inclusive physical education,such as ensuring the treatment of inclusive physical education teachers,increasing auxiliary physical education teachers and equipping disabled students with sports equipment.Finally,establish and improve standards for the training and qualification of inclusive physical education teachers,strengthen in-service training of inclusive physical education teachers for pre-service teacher training,and improve the professional level of inclusive physical education for teachers.