Abstract:

The purpose of this study is to examine physical education teachers' attitudes towards students with intellectual disabilities in terms of various variables. 351 physical education teachers from 51 different cities participated in the study. Younger Physical Education teachers showed more positive attitudes in the "Supports", "Acceptance" and "Fears" sub-dimensions, and the Physical Education teachers who were new to the profession in the "Supports" and "Acceptance" sub-dimensions. Physical education teachers who had experience with students with intellectual disabilities showed more positive attitudes towards children with intellectual disabilities than physical education teachers who did not have experience in "Benefits", "Supports" and "Acceptance" sub-dimensions. Physical education teachers who took courses on physical education in children with disabilities had statistically higher attitudes towards children with intellectual disabilities in the sub-dimensions of "Benefits", "Supports" and "Fears" compared to Physical Education teachers who did not take this course. In terms of gender variable, no statistically significant difference was found between the physical education teachers' attitude scores towards students with intellectual disabilities. The reasons why physical education teachers' attitudes towards disabled students are positive or negative can be investigated in the studies to be conducted. The reasons for the difference between male and female teachers' attitudes towards students with disabilities can be determined.

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