Teachers' attitudes towards realisation of physical culture program with pupils with developmental difficulties

Abstract

Pupils who are excluded from physical culture classes, due to some medical problems are isolated, consequently vulnerable and easy to get hurt, even invalid. Most frequent are cardio, respiratory and locomotor difficulties. It is well known that certain procedures in physical culture program successfully prevent these difficulties. Our study deals with: Insufficient following of physical development of pupils with developmental difficulties in first grades of elementary school. Aims of the study: 1.Exploring attitudes of teachers in first four grades towards classes of physical culture for children with developmental difficulties, 2. Exploring differences of given attitudes between teachers in regular and inclusive program. Specific aims: to explore: a) Do teachers in first four grades divide children into groups regarding types of body damage? b) Are there methodological differences applied with different groups? c) Are there differences in attitudes between teachers in regular and inclusive program? d) Does school organisation enable inclusion of these children in physical culture classes? e) We assume that the answer to the last question is negative, and that our teachers have negative attitude toward inclusion of these children in physical culture classes. Sample: teachers of 4 beginning grades (from 1st to 4th), from five elementary schools. Forty-six teachers work in a regular, and eighteen in inclusion program. Results: are given in tables, graphics and histograms.