Requirements of Adapted Physical Education with Female Pupils with Intellectual Disabilities in Regular Schools

Document Type : Original Article

Author

Department of Special Education, College of Education, King Saud University, Kingdom of Saudi Arabia.

Abstract

The current study aimed to identify: the requirements of the adapted physical education with female pupils with intellectual disabilities in regular schools from the point of view of the school work team; and the extent differences between the responses of the sample on those requirements attributed to variables of the nature of work, years of experience, and school stage. For achieving the objectives of the study, a descriptive approach was used by the researcher in that a questionnaire was used as a research tool. A sample of (230) females working in intellectual education programmes of the regular schools in Riyadh was selected randomly. The findings of the study revealed that: the degree of agreement between the respondents on the requirements of the adapted physical education with female pupils with intellectual disabilities in regular schools was very high, M = 4.56. That is, the requirements were ranked from most to least respectively as follows: providing safety and security in the adapted physical education periods, providing supporting services in the adapted physical education, modifying the general physical education curriculum, participating in the general physical education periods, competencies of the adapted physical education teachers, determining an appropriate educational alternative in the adapted physical education, and incorporating the objectives of the adapted physical education in the individual educational program; there were no statistically significant differences between the responses of the sample on the requirements of the adapted physical education with female pupils with intellectual disabilities in regular schools attributed to the nature of work; there were statistically significant differences between the responses of the sample on the requirements of providing supporting services in the adapted physical education with female pupils with intellectual disabilities in regular schools attributed to the years of experience in favor of those who had experience of 16 years or more; and there were statistically significant differences between the responses of the sample on the requirements of modifying the general physical education curriculum with female pupils with intellectual disabilities in regular schools attributed to differences in the education stage in favor of those who were in the primary education stage. 
 

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