Derrigorrezko bigarren mailako ikasleek desgaitasuna duten pertsonekiko jarreran azterketa heziketa fisikoan

Abstract

[EN] Introduction: Articles about the inclusion of people with disabilities related to sports and physical activity are increasing. Despite this, most of them focus on education. Objective: The purpose of this article is to examine the attitudes and beliefs of secondary school students who do not have direct contact with people with disabilities at school. On the other hand, the second purpose of this study, was to examine the differences between those who had direct contact with people with disability at other times or areas of their lives and those who did not. Method: This study involved 35 students between the ages of 14 and 16 in the 3rd year of Secondary Education. All students completed a 17-item questionnaire Attitudes towards Inclusion in Physical Education Scale (ATIPES). Results: It was observed in the positive items that the majority got a score of more than 4 out of 5 on the Likert scale, in fact they got a score of 4.54 on the first item and this indicated that 88.6% of the students agreed or strongly agreed. On the other hand, in the negative items, they obtained the lowest score, between 2 and 2.91, and in this case, for example in item 7, 77.2% of the students indicated that they disagreed or completely disagreed. Conclusions: Overall the attitudes and beliefs of all students were very positive and it seems that having a relationship in the past with a person who had a disability in their families, a friend or at school does not guarantee more positive attitude towards inclusion in the future. Therefore, it would be interesting to conduct intervention programs in physical education sessions, such as a Paralympic week, to keep students in touch with disability people and improve their attitudes toward inclusion.

[EUS] Sarrera: Kirol eta jarduera fisikoarekin erlazioa daukaten desgaitasun bat daukaten pertsonen inklusioarekiko jarreren inguruko gero eta informazio gehiago aurkitu dezakegu hezkuntza arloan. Helburua: Bide beretik, ikerketa honen helburua eskolan desgaitasunarekin kontaktu zuzena ez duten bigarren hezkuntzako ikasleen jarrera eta sinismenak aztertzea izan zen. Bigarren helburua aldiz, beraien bizitzako beste momentuetan edo esparrutan desgaitasunarekin kontaktu zuzena izan zuten eta izan ez zutenen ezberdintasunak aztertzea izan zen inklusioarekiko jarreretan. Metodoa: Ikerketa honetan, Bigarren Hezkuntzako 3. mailako 14 eta 16 urte bitarteko 35 ikaslek hartu zuten parte. Ikasle guztiek bete zuten Attitudes towards Inclusion in Physical Education Scale (ATIPES) 17 itemez osatutako galdetegia. Emaitzak: Item positiboetan ikusi egin zen gehiengoak Likert eskalan 5etik 4 baino gehiagoko puntuazioa lortu zutela, hain zuzen, lehenengo itemean 4,54-ko puntuazioa lortu zuten eta gainera ikasleen %88,6-ak oso ados edo erabat ados zeudela adierazi zuten. Aldiz, item negatiboetan puntuazio gutxiena lortu zuten, hain zuzen, 2 eta 2,91eko puntuazio tartean eta kasu honetan, 7. itemean adibidez, ikasleen %77,2ak desados edo erabat desados zeudela adierazi zuten. Ondorioak: Orokorrean ikasle guztien jarrerak eta sinismenak oso positiboak ziren eta badirudiru iraganean familian, lagunartean edo hezkuntza esparruan desgaitasunen bat zeukan pertsona batekin erlazioa eduki izanak ez duela bermatzen etorkizunean inklusioarekiko jarrera positiboagoak edukitzea. Horregatik, interesgarria izango litzateke interbentzio programak egitea gorputz hezkuntzako saioetan, hala nola, aste paralinpiko bat, ikasleek desgaitasunarekin kontaktua mantentzeko eta inklusioarekiko dituzten jarrerak hobetzeko.