장애학생과의 상호협력행동에 대한 비장애학생의 신념 측정도구 개발연구
Development and Validation of a Belief Questionnaire for Students without Disabilities toward Cooperative Playing with Students with Disabilities
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초록
The purpose of this study was to describe the development and validation of the belief inventing for students without disabilities toward cooperative playing with students with disabilities in regular physical education. The questionnaire developed by Obrusnikova, Block, & Dillon(2010) was translated modified, and used to determine dimensions of beliefs related to an inclusive physical education environment in Korea. which are behavioral, normative, and control beliefs of middle school students without disabilities toward playing with a peer with disability in general physical education. Participants were 1061 middle school students without disabilities. For data analysis, the confirmatory factor analysis using a program of SPSS 18.0 and confirmatory factor analysis using a program of AMOS 5.0. The results of this study were as follows: First, the belief of student without disability regarding inclusive physical education is divided 13 statements in 3 dimensions: (a) behavioral belief (5 statements); (b) normative belief (4 statements); and (c) control belief (4 statements). The 5 statements of behavioral beliefs were: (1) communication with a student with disability; (2) recognition a students with disabilities as a class member; (3) learning how to study together with a student with disability; (4) understand learning together with a student with disability through inclusive physical education environment; and (5) interesting with a student with disability. The 4 statements of normative beliefs: (1) physical educator; (2) parents; (3) relatives of students with disabilities; and (4) other course teacher and principal. The 4 statements of control belief were: (1) if students with disabilities can show same abilities as like as students without disabilities (2) if students without disabilities understand about students with disabilities; (3) if students without disabilities tease students with disabilities and (4) if students with disabilities make hard to participate the physical education class. Second, the result of the convergent validity and discriminant validity which were analyzed to determine the dimensions and statements of the belief questionnaire modified and developed were valid for belief questionnaire inventing for students without disabilities toward cooperative playing with students with disabilities in regular physical education.
Abstract
The purpose of this study was to describe the development and validation of the belief inventing for students without disabilities toward cooperative playing with students with disabilities in regular physical education. The questionnaire developed by Obrusnikova, Block, & Dillon(2010) was translated modified, and used to determine dimensions of beliefs related to an inclusive physical education environment in Korea. which are behavioral, normative, and control beliefs of middle school students without disabilities toward playing with a peer with disability in general physical education. Participants were 1061 middle school students without disabilities. For data analysis, the confirmatory factor analysis using a program of SPSS 18.0 and confirmatory factor analysis using a program of AMOS 5.0. The results of this study were as follows: First, the belief of student without disability regarding inclusive physical education is divided 13 statements in 3 dimensions: (a) behavioral belief (5 statements); (b) normative belief (4 statements); and (c) control belief (4 statements). The 5 statements of behavioral beliefs were: (1) communication with a student with disability; (2) recognition a students with disabilities as a class member; (3) learning how to study together with a student with disability; (4) understand learning together with a student with disability through inclusive physical education environment; and (5) interesting with a student with disability. The 4 statements of normative beliefs: (1) physical educator; (2) parents; (3) relatives of students with disabilities; and (4) other course teacher and principal. The 4 statements of control belief were: (1) if students with disabilities can show same abilities as like as students without disabilities (2) if students without disabilities understand about students with disabilities; (3) if students without disabilities tease students with disabilities and (4) if students with disabilities make hard to participate the physical education class. Second, the result of the convergent validity and discriminant validity which were analyzed to determine the dimensions and statements of the belief questionnaire modified and developed were valid for belief questionnaire inventing for students without disabilities toward cooperative playing with students with disabilities in regular physical education.
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