Actitudes hacia el alumnado con discapacidad en educación físicavalidación de la EAADEF-EP a la etapa de educación primaria

  1. Abellán, Jorge 3
  2. Ferriz, Roberto 1
  3. Sáez-Gallego, Nieves María 3
  4. Reina, Raúl 2
  1. 1 Universidad de Zaragoza
    info

    Universidad de Zaragoza

    Zaragoza, España

    ROR https://ror.org/012a91z28

  2. 2 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

  3. 3 Universidad de Castilla-La Mancha
    info

    Universidad de Castilla-La Mancha

    Ciudad Real, España

    ROR https://ror.org/05r78ng12

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Journal:
Cultura, ciencia y deporte

ISSN: 1696-5043

Year of publication: 2020

Volume: 15

Issue: 44

Pages: 235-243

Type: Article

DOI: 10.12800/CCD.V15I44.1465 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Cultura, ciencia y deporte

Abstract

The research that addresses the inclusion of students with disabilities in physical education (PE) is an educational challenge at present. The aim of this study was to validate the Attitudes’ Scale towards Students with Disabilities in Physical Education from Íñiguez-Santiago et al. (2017) at the compulsory primary education stage (PES) (EAADEF-EP). 465 students took part in this study (range 9 -13 years old), enrolled in 4th, 5th and 6th grade of the PES. Adequate adjustment indexes were confirmed for the adaptation of the EAADEF-EP to this education stage, showing an invariant factor structure with respect to the course, gender, contact with family members or friends with disabilities, contact with a partner with a disability in PE, as well as for having participated in a sports activity with people with disabilities. Excellent values of internal consistency were obtained for the items (α = .79) and the construct (ω = .98). The correlations between the items of the scale as well as the correlation between the items and the average attitude score were positive and significant, with values between .43 and .84. The analysis of criterion validity revealed that boys presented a more positive attitude towards their peers with disabilities in PE.

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