On the relationship between teacher attitudes toward inclusive physical education and children’s social interactions

Furrer, Vitus; Mumenthaler, Fabian; Valkanover, Stefan; Eckhart, Michael; Nagel, Siegfried (2021). On the relationship between teacher attitudes toward inclusive physical education and children’s social interactions. Zeitschrift für Grundschulforschung, 14(2), pp. 237-256. Springer 10.1007/s42278-021-00108-9

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This paper focuses on two questions: Do children with and without intellectual disabilities in inclusive physical education differ in their social interactions? And does this correlate to the attitude that physical education teachers have toward inclusive education? To this end, in a cross-sectional analysis, 1502 children and 84 teachers at the elementary school level were surveyed. Social network analyses show that children with special educational needs (SEN) receive significantly fewer social interactions in physical education classes than children without SEN but have the same number of outgoing interactions. However, social interactions are not related to teacher attitude. On this basis, the role of the teacher in children’s social interactions is discussed.

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