Relationship among students’ attitudes, intentions and behaviors towards the inclusion of peers with disabilities, in mainstream physical education classes
Keywords:
Attitudes, General Behavior, Modified Behavior, Elementary SchoolAbstract
Students’ attitudes, intentions and behaviours towards their peers with disabilities are important to
their mutual co-existence and development. The aim of this study was to investigate a) whether
students’ attitudes and intentions towards their schoolmates with disabilities are related to their
general and modified behavior in mainstream physical education classes, and b) if the former
variables could serve as predictors of the latter. The participants, 172 children without disabilities
(Mage=11.15, SD=.70), completed the revised version of the Planned Behavior Theory questionnaire
(PBT) and the Children’s’ Attitudes towards Inclusion in Physical Education – Revised questionnaire
(CAIPE-R). Although results revealed several correlations among the variables under study, only
general attitudes accounted for both general and modified behavior, and attitudes for modified
behavior. These findings could assist in educating students to develop and perform appropriate
behaviours towards their peers in order to facilitate their co-existence, and their mutual development
and learning.
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References
Ajzen, I. (1987). Attitudes, traits and actions: Dispositional prediction of behavior in personality and
social psychology. In: L. Berkowitz (Ed.), Advances in Experimental Social Psychology (pp. 1-63). New
York: Academic Press.
Ajzen, I. (1988). Attitudes, personality, and behavior. Bristol: Open University Press.
Ajzen, I. & Fishbein, M. (1972). Attitudes and normative beliefs as factors influencing behavioral
intentions. Journal of Personality and Social Psychology, 21, 1-9.
Ajzen, I. & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs,
NJ: Prentice-Hall.
Ajzen, I., & Madden, T. (1986). Prediction of goal directed behavior: Attitudes, intentions, and
perceived behavioral control. Journal of Experimental Social Psychology, 22, 453-474.
Allport, G. W. (1935). Attitudes. In C. Munchinson (Ed.), A handbook of social psychology (pp.798-844).
Worchester, MA: Clark University Press.
Anderson, C. J. K., Klassen, R. M., & Georgiou, G. K. (2007). Inclusion in Australia: What teachers say they
need and what school psychologists can offer. School Psychology International, 28, 131-147.
Armstrong, D. (1998). Changing faces, changing places: policy routes to inclusion. In P. Clough (Ed.),
Managing inclusive education: From policy to experience (pp. 31-47). London: Paul Chapman.
Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development
on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22,
367-89.
BAALPE. (1996). Physical Education for Pupils with Special Educational Needs in Mainstream Education.
West Midlands: The British Association of Advisors and Lecturers in Physical Education.
Batsiou, S., Bebetsos, E., Panteli, P., & Antoniou, P. (2006). Attitudes and intention of Greek and Cypriot
primary education teachers towards teaching pupils with special educational needs in mainstream
schools. International Journal of Inclusive Education, 12 (2), 201-219.
Bebetsos, E., & Antoniou, P. (2004). Knowledge and information in prediction of intention to play
badminton. Perceptual and Motor Skills, 98, 1210-1218.
Block, E. M. (1995). Development and validation of the Children’s Attitudes Toward
Integrated Physical Education – Revised (CAIPE-R) Inventory. Adapted Physical Activity Quarterly, 12, 60-
77.
Block, E. M. (2000). A teacher’s guide to including students with disabilities in general physical education
(2nd ed.). Baltimore: Paul H. Brookes.
Block, E. M. (2007). A teacher’s guide to including students with disabilities in general physical education
(3rd ed.). Baltimore: Paul H. Brookes.
Block, M. E., & Malloy, M. (1998). Attitudes of girls towards including a child with severe disabilities in a
regular fast-pitch softball league. Mental Retardation, 36, 137-144.
Busswell, B., & Schaffner, C. B. (1990). Families supporting inclusive schooling. In Stainback S. &
Stainback W (Eds), Support Networks for Inclusive Schooling. Baltimore, MD: Paul Brookes.
Campbell, J., & Gilmore, L. (2003). Changing student teachers’ attitudes towards disability and
inclusion. Journal of Intellectual & Developmental Disability, 28 (4), 369-379.
Chesley, G. M., & Calaluce, P. D. (1997). The deception of inclusion. Mental Retardation, 35, 488-490.
Conner, M., & Norman, P. (1996). Predicting health behavior. Research and practice with social cognition
models (pp. 121-162), Buckingham, Open University Press.
Davidson, A. R., Yantis, S., Norwood, M., & Montano, D. E. (1985). Amount of information about the
attitude object and attitude-behavior consistency. Journal of Personality and Social Psychology, 49,
1184-1198.
Derri, V. (2007). Physical education in the beginning of the 21st century. Standards, goals and objectives in
primary education. Thessaloniki: Christodoulidi Publications.
de Boer, A., Sip Jan Pijl, S. J., & Minnaert, A. (2010). Regular primary schoolteachers’ attitudes towards
inclusive education: a review of the literature. International Journal of Inclusive Education, 1-23, iFirst
Article.
Ellery, J. P., & Rauschenbach, J. (2000). Impact of disability awareness activities on nondisabled student
attitudes toward integrated physical education with students who use wheelchairs. Research
Quarterly for Exercise and Sport, Supplement, 71(1), A-106.
Evaggelinou, C. (2006). Creating a school for all in Greece: The model of Paralympic education.
Proceedings of the 8th European Conference of Adapted Physical Activity. Faculty of Physical Culture,
Palacky University, Olomouc. Retrived from
http://www.eufapa.upol.cz/www/EUCAPA2006/full/evag gelinou1.
Faison-Hodge, J., & Porretta, D. L. (2004). Physical activity levels of students with mental retardation
and students without disabilities. Adapted Physical Activity Quarterly, 21, 139-152.
Goodwin, D. L., & Watkinson, E. J. (2000). Inclusive physical education from the perspective of students
with physical disabilities. Adapted Physical Activity Quarterly, 17, 144-160.
Hutzler, Y. (2003). Attitudes toward the participation of individuals with disabilities in physical activity:
A review. Quest, 55, 347-373.
Hutzler, Y., & Levi, I. (2008). Including children with disability in physical education: general and
specific attitudes of high-school students. European Journal of Adapted Physical Activity, 1(2), 21-30.
Jesina, O., Kudlacek, M., Janecka, Z., Machova, I., & Wittmannona, J. (2006). Εffect of an intervention
program on attitude of elementary school children toward inclusion of children with a disability. In
Eucapa 2006. Proceedings of the 8th European Conference of Adapted Physical Activity - Faculty of
Physical Culture of Palacky University (p. 48). Olomouc, Czech Republic.
Kalyvas, V. A., Koutsouki, D., & Skordilis, E. K. (2011). Attitudes of Greek Physical Education Students
towards Participation In a Disability-Infusion Curriculum. Education Research Journal, 1(2), 24- 30.
Krosnick, J. A., Boninger, D. S., Chuang, Y. C., Berent, M. K. & Carnot, C. G. (1993). Attitude strength: one
construct or many related constructs? Journal of Personality and Social Psychology, 65, 1132-1151.
Lipsky, D. K., & Gartner, A. (1997). Inclusion and school reform: transforming America’s classrooms.
Baltimore, MD: Paul H. Brooks.
Loovis, E. M., & Loovis, C. L. (1997). A disability awareness unit in physical education and attitudes of
elementary school students. Perceptual and Motor Skills, 84, 768-770.
Lockhart, R. C., French, R., & Gench, B. (1998). Influence of empathy training to modify attitudes in
physical education of normal children toward peers with physical disabilities. Clinical Kinesiology,
52, 34-41.
Magouritsa, G., Kokaridas, D., & Theodorakis, Y. (2005). Attitudes of secondary school students toward
the inclusion of peers with borderline intelligence prior and after the application of a recreation
program. Inquiries in Sport & Physical Education, 3(3), 212-224.
Ministry of Education, Lifelong Learning and Religious Affairs (2011a). Program Studies for elementary
school physical education. Available on line at: http://digitalschool.minedu.gov.gr/info/newps.php
Ministry of Education, Lifelong Learning and Religious Affairs (2011b). The elementary physical
educator's manual. Available on line at: http://digitalschool.minedu.gov.gr/info/newps.php
Moberg, S. (2003). Education for all in the North and the South: Teachers’ attitudes towards inclusive
education in Finland and Zambia. Education and Training in Developmental Disabilities 38, 417-428.
Murata, N. M., Hodge, S. R., & Little, J. R. (2000). Students’ attitudes, experiences and perspectives on
their peers with disabilities. Clinical Kinesiology, 54 (3), 59-66.
Nikolaraizi, M., & Reybekiel, N. (2001). A comparative study of children’s attitudes towards deaf
children, children in wheelchairs and blind children in Greece and in the UK. European Journal
Needs Education, 16, 167-182.
O’Brien, D., Kudláček, M., & Howe, P. D. (2009). A contemporary review of English language literature
on inclusion of students with disabilities in physical education: a European perspective. European
Journal of Adapted Physical Activity, 2 (1), 46-61.
Obrusníková, I., Válková, H., & Block, M. E. (2003). Impact of inclusion in general physical education on
students without disabilities. Adapted Physical Activity Quarterly, 20, 230-245.
Panagiotou, A. (2006). Impact of “Paralympics Day in schools” program in students’ attitude towards
integration of disable children in a physical education class, within a typical school. Unpublished
Master Degree Dissertation. Aristotle University of Thessaloniki, Greece.
Panagiotou, A. K., Evaggelinou C., Doulkeridou, A., Mouratidou, K., & Koidou, E. (2008). Attitudes of 5th
and 6th grade Greek students toward the inclusion of children with disabilities in physical
education classes after a Paralympic education program. European Journal of Adapted Physical
Activity, 1(2), 31-43.
Panagiotou, A., Evaggelinou, C., Doulkeridou, A., Koidou, E., & Mouratidou, K. (2009). Evaluation of
Student’s Attitudes from Conventional Primary Schools toward Inclusion of Children with
Disabilities in Physical Education after the Implementation of a Program. Inquiries in Sport & Physical
Education, 7(2), 103-113.
Rose, R. (2001). Primary school teacher perceptions of the conditions required to include pupils with
special educational needs. Educational Review 53, 147-156.
Sable, J. R. (1995). Efficacy of physical integration, disability awareness and adventure programming
on adolescents’ acceptance of individuals with disabilities. Therapeutic Recreation Journal, 29, 206-
217.
Sherrill, C. (1998). Adapted Physical Activity, Recreation and Sport: Cross disciplinary and Lifespan (5th
ed.). McGraw-Hill, Companies, Inc. USA.
Sherrill, C. (2004). Adapted physical activity, recreation and sport (6th ed.). Boston: McGraw-Hill,
Companies, Inc. USA.
Slininger, D., Sherrill, C., & Jankowski, C. M. (2000). Children’s attitudes toward peers with severe
disabilities: Revisiting contact theory. Adapted Physical Activity Quarterly, 17, 176-196.
Smith, M. K., & Smith, K. E. (2000). ‘I believe in inclusion, but …’: Regular education early childhood
teachers’ perceptions of successful inclusion. Journal of Research in Childhood Education 14, 161-
184.
Tesser, A., & Shaffer, D. R. (1990). Attitudes and attitude change. Annual Review Psychology, 41, 479-523.
Tripp, A., French, R., & Sherrill, C. (1995). Contact theory and attitudes of children in physical education
programs toward peers with disability. Adapted Physical Activity Quarterly, 12, 323-332.
Slininger, D., Sherrill, C., & Jankowski, C. (2000). Children’s attitudes toward peers with severe
disabilities-revisiting Contact Theory. Adapted Physical Activity Quarterly, 17, 176-196.
Soodak, L. C., Podell, D. M., & Lehman, L. R. (1998). Teacher, student and school attributes as predictors
of teachers’ responses to inclusion. Journal of Special Education, 31, 480-497.
Theodorakis, Y. (1994). Planned behavior, attitude strength, self-identity, and the prediction of
exercise behavior. The Sport Psychologist, 8, 149-165.
Theodorakis, Y., Bagiatis, K., & Goudas, M. (1995). Attitudes toward teaching individuals with
disabilities: Application of planned behavior theory. Edapted Physical Activity Quarterly, 12, 151-160.
Tripp, A., French, A., & Sherrill, C. (1995). Contact Theory and attitudes of children in physical education
programs toward peers with disabilities. Adapted Physical Activity Quarterly, 12(4), 323-332.
Van Biesen, D., Busciglio, A., & Vanlandewijck, Y. (2006). Attitudes towards inclusion of children with
disabilities: the effect of the implementation of "A Paralympic School Day" on Flemish elementary
children. In Eucapa 2006. Proceedings of the 8th European Conference of Adapted Physical Activity -
Faculty of Physical Culture of Palacky University (p. 66). Olomouc, Czech Republic.
Wilson, T. D., Kraft, D., & Dunn, D. S. (1989). The disruptive effects of explaining attitudes: the
moderating effect of knowledge about the attitude object. Journal of Experimental Social
Psychology, 25, 379-400.
Woodward, R. (1995). The effects of gender and type of disability on the attitudes of children toward
their peers with physical disabilities. Therapeutic Recreation Journal, 29, 218-227.
social psychology. In: L. Berkowitz (Ed.), Advances in Experimental Social Psychology (pp. 1-63). New
York: Academic Press.
Ajzen, I. (1988). Attitudes, personality, and behavior. Bristol: Open University Press.
Ajzen, I. & Fishbein, M. (1972). Attitudes and normative beliefs as factors influencing behavioral
intentions. Journal of Personality and Social Psychology, 21, 1-9.
Ajzen, I. & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs,
NJ: Prentice-Hall.
Ajzen, I., & Madden, T. (1986). Prediction of goal directed behavior: Attitudes, intentions, and
perceived behavioral control. Journal of Experimental Social Psychology, 22, 453-474.
Allport, G. W. (1935). Attitudes. In C. Munchinson (Ed.), A handbook of social psychology (pp.798-844).
Worchester, MA: Clark University Press.
Anderson, C. J. K., Klassen, R. M., & Georgiou, G. K. (2007). Inclusion in Australia: What teachers say they
need and what school psychologists can offer. School Psychology International, 28, 131-147.
Armstrong, D. (1998). Changing faces, changing places: policy routes to inclusion. In P. Clough (Ed.),
Managing inclusive education: From policy to experience (pp. 31-47). London: Paul Chapman.
Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development
on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22,
367-89.
BAALPE. (1996). Physical Education for Pupils with Special Educational Needs in Mainstream Education.
West Midlands: The British Association of Advisors and Lecturers in Physical Education.
Batsiou, S., Bebetsos, E., Panteli, P., & Antoniou, P. (2006). Attitudes and intention of Greek and Cypriot
primary education teachers towards teaching pupils with special educational needs in mainstream
schools. International Journal of Inclusive Education, 12 (2), 201-219.
Bebetsos, E., & Antoniou, P. (2004). Knowledge and information in prediction of intention to play
badminton. Perceptual and Motor Skills, 98, 1210-1218.
Block, E. M. (1995). Development and validation of the Children’s Attitudes Toward
Integrated Physical Education – Revised (CAIPE-R) Inventory. Adapted Physical Activity Quarterly, 12, 60-
77.
Block, E. M. (2000). A teacher’s guide to including students with disabilities in general physical education
(2nd ed.). Baltimore: Paul H. Brookes.
Block, E. M. (2007). A teacher’s guide to including students with disabilities in general physical education
(3rd ed.). Baltimore: Paul H. Brookes.
Block, M. E., & Malloy, M. (1998). Attitudes of girls towards including a child with severe disabilities in a
regular fast-pitch softball league. Mental Retardation, 36, 137-144.
Busswell, B., & Schaffner, C. B. (1990). Families supporting inclusive schooling. In Stainback S. &
Stainback W (Eds), Support Networks for Inclusive Schooling. Baltimore, MD: Paul Brookes.
Campbell, J., & Gilmore, L. (2003). Changing student teachers’ attitudes towards disability and
inclusion. Journal of Intellectual & Developmental Disability, 28 (4), 369-379.
Chesley, G. M., & Calaluce, P. D. (1997). The deception of inclusion. Mental Retardation, 35, 488-490.
Conner, M., & Norman, P. (1996). Predicting health behavior. Research and practice with social cognition
models (pp. 121-162), Buckingham, Open University Press.
Davidson, A. R., Yantis, S., Norwood, M., & Montano, D. E. (1985). Amount of information about the
attitude object and attitude-behavior consistency. Journal of Personality and Social Psychology, 49,
1184-1198.
Derri, V. (2007). Physical education in the beginning of the 21st century. Standards, goals and objectives in
primary education. Thessaloniki: Christodoulidi Publications.
de Boer, A., Sip Jan Pijl, S. J., & Minnaert, A. (2010). Regular primary schoolteachers’ attitudes towards
inclusive education: a review of the literature. International Journal of Inclusive Education, 1-23, iFirst
Article.
Ellery, J. P., & Rauschenbach, J. (2000). Impact of disability awareness activities on nondisabled student
attitudes toward integrated physical education with students who use wheelchairs. Research
Quarterly for Exercise and Sport, Supplement, 71(1), A-106.
Evaggelinou, C. (2006). Creating a school for all in Greece: The model of Paralympic education.
Proceedings of the 8th European Conference of Adapted Physical Activity. Faculty of Physical Culture,
Palacky University, Olomouc. Retrived from
http://www.eufapa.upol.cz/www/EUCAPA2006/full/evag gelinou1.
Faison-Hodge, J., & Porretta, D. L. (2004). Physical activity levels of students with mental retardation
and students without disabilities. Adapted Physical Activity Quarterly, 21, 139-152.
Goodwin, D. L., & Watkinson, E. J. (2000). Inclusive physical education from the perspective of students
with physical disabilities. Adapted Physical Activity Quarterly, 17, 144-160.
Hutzler, Y. (2003). Attitudes toward the participation of individuals with disabilities in physical activity:
A review. Quest, 55, 347-373.
Hutzler, Y., & Levi, I. (2008). Including children with disability in physical education: general and
specific attitudes of high-school students. European Journal of Adapted Physical Activity, 1(2), 21-30.
Jesina, O., Kudlacek, M., Janecka, Z., Machova, I., & Wittmannona, J. (2006). Εffect of an intervention
program on attitude of elementary school children toward inclusion of children with a disability. In
Eucapa 2006. Proceedings of the 8th European Conference of Adapted Physical Activity - Faculty of
Physical Culture of Palacky University (p. 48). Olomouc, Czech Republic.
Kalyvas, V. A., Koutsouki, D., & Skordilis, E. K. (2011). Attitudes of Greek Physical Education Students
towards Participation In a Disability-Infusion Curriculum. Education Research Journal, 1(2), 24- 30.
Krosnick, J. A., Boninger, D. S., Chuang, Y. C., Berent, M. K. & Carnot, C. G. (1993). Attitude strength: one
construct or many related constructs? Journal of Personality and Social Psychology, 65, 1132-1151.
Lipsky, D. K., & Gartner, A. (1997). Inclusion and school reform: transforming America’s classrooms.
Baltimore, MD: Paul H. Brooks.
Loovis, E. M., & Loovis, C. L. (1997). A disability awareness unit in physical education and attitudes of
elementary school students. Perceptual and Motor Skills, 84, 768-770.
Lockhart, R. C., French, R., & Gench, B. (1998). Influence of empathy training to modify attitudes in
physical education of normal children toward peers with physical disabilities. Clinical Kinesiology,
52, 34-41.
Magouritsa, G., Kokaridas, D., & Theodorakis, Y. (2005). Attitudes of secondary school students toward
the inclusion of peers with borderline intelligence prior and after the application of a recreation
program. Inquiries in Sport & Physical Education, 3(3), 212-224.
Ministry of Education, Lifelong Learning and Religious Affairs (2011a). Program Studies for elementary
school physical education. Available on line at: http://digitalschool.minedu.gov.gr/info/newps.php
Ministry of Education, Lifelong Learning and Religious Affairs (2011b). The elementary physical
educator's manual. Available on line at: http://digitalschool.minedu.gov.gr/info/newps.php
Moberg, S. (2003). Education for all in the North and the South: Teachers’ attitudes towards inclusive
education in Finland and Zambia. Education and Training in Developmental Disabilities 38, 417-428.
Murata, N. M., Hodge, S. R., & Little, J. R. (2000). Students’ attitudes, experiences and perspectives on
their peers with disabilities. Clinical Kinesiology, 54 (3), 59-66.
Nikolaraizi, M., & Reybekiel, N. (2001). A comparative study of children’s attitudes towards deaf
children, children in wheelchairs and blind children in Greece and in the UK. European Journal
Needs Education, 16, 167-182.
O’Brien, D., Kudláček, M., & Howe, P. D. (2009). A contemporary review of English language literature
on inclusion of students with disabilities in physical education: a European perspective. European
Journal of Adapted Physical Activity, 2 (1), 46-61.
Obrusníková, I., Válková, H., & Block, M. E. (2003). Impact of inclusion in general physical education on
students without disabilities. Adapted Physical Activity Quarterly, 20, 230-245.
Panagiotou, A. (2006). Impact of “Paralympics Day in schools” program in students’ attitude towards
integration of disable children in a physical education class, within a typical school. Unpublished
Master Degree Dissertation. Aristotle University of Thessaloniki, Greece.
Panagiotou, A. K., Evaggelinou C., Doulkeridou, A., Mouratidou, K., & Koidou, E. (2008). Attitudes of 5th
and 6th grade Greek students toward the inclusion of children with disabilities in physical
education classes after a Paralympic education program. European Journal of Adapted Physical
Activity, 1(2), 31-43.
Panagiotou, A., Evaggelinou, C., Doulkeridou, A., Koidou, E., & Mouratidou, K. (2009). Evaluation of
Student’s Attitudes from Conventional Primary Schools toward Inclusion of Children with
Disabilities in Physical Education after the Implementation of a Program. Inquiries in Sport & Physical
Education, 7(2), 103-113.
Rose, R. (2001). Primary school teacher perceptions of the conditions required to include pupils with
special educational needs. Educational Review 53, 147-156.
Sable, J. R. (1995). Efficacy of physical integration, disability awareness and adventure programming
on adolescents’ acceptance of individuals with disabilities. Therapeutic Recreation Journal, 29, 206-
217.
Sherrill, C. (1998). Adapted Physical Activity, Recreation and Sport: Cross disciplinary and Lifespan (5th
ed.). McGraw-Hill, Companies, Inc. USA.
Sherrill, C. (2004). Adapted physical activity, recreation and sport (6th ed.). Boston: McGraw-Hill,
Companies, Inc. USA.
Slininger, D., Sherrill, C., & Jankowski, C. M. (2000). Children’s attitudes toward peers with severe
disabilities: Revisiting contact theory. Adapted Physical Activity Quarterly, 17, 176-196.
Smith, M. K., & Smith, K. E. (2000). ‘I believe in inclusion, but …’: Regular education early childhood
teachers’ perceptions of successful inclusion. Journal of Research in Childhood Education 14, 161-
184.
Tesser, A., & Shaffer, D. R. (1990). Attitudes and attitude change. Annual Review Psychology, 41, 479-523.
Tripp, A., French, R., & Sherrill, C. (1995). Contact theory and attitudes of children in physical education
programs toward peers with disability. Adapted Physical Activity Quarterly, 12, 323-332.
Slininger, D., Sherrill, C., & Jankowski, C. (2000). Children’s attitudes toward peers with severe
disabilities-revisiting Contact Theory. Adapted Physical Activity Quarterly, 17, 176-196.
Soodak, L. C., Podell, D. M., & Lehman, L. R. (1998). Teacher, student and school attributes as predictors
of teachers’ responses to inclusion. Journal of Special Education, 31, 480-497.
Theodorakis, Y. (1994). Planned behavior, attitude strength, self-identity, and the prediction of
exercise behavior. The Sport Psychologist, 8, 149-165.
Theodorakis, Y., Bagiatis, K., & Goudas, M. (1995). Attitudes toward teaching individuals with
disabilities: Application of planned behavior theory. Edapted Physical Activity Quarterly, 12, 151-160.
Tripp, A., French, A., & Sherrill, C. (1995). Contact Theory and attitudes of children in physical education
programs toward peers with disabilities. Adapted Physical Activity Quarterly, 12(4), 323-332.
Van Biesen, D., Busciglio, A., & Vanlandewijck, Y. (2006). Attitudes towards inclusion of children with
disabilities: the effect of the implementation of "A Paralympic School Day" on Flemish elementary
children. In Eucapa 2006. Proceedings of the 8th European Conference of Adapted Physical Activity -
Faculty of Physical Culture of Palacky University (p. 66). Olomouc, Czech Republic.
Wilson, T. D., Kraft, D., & Dunn, D. S. (1989). The disruptive effects of explaining attitudes: the
moderating effect of knowledge about the attitude object. Journal of Experimental Social
Psychology, 25, 379-400.
Woodward, R. (1995). The effects of gender and type of disability on the attitudes of children toward
their peers with physical disabilities. Therapeutic Recreation Journal, 29, 218-227.
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2017-08-01
How to Cite
Bebetsos, E., Derri, V., Zafeiriadis, S., & Kyrgiridis, P. (2017). Relationship among students’ attitudes, intentions and behaviors towards the inclusion of peers with disabilities, in mainstream physical education classes. International Electronic Journal of Elementary Education, 5(3), 233–248. Retrieved from https://iejee.com/index.php/IEJEE/article/view/24
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