PREPAREDNESS AND ATTITUDES OF PHYSICAL EDUCATION TEACHERS TOWARD INCLUSIVE EDUCATION OF STUDENTS WITH DISABILITIES IN PUNJAB, PAKISTAN
Abstract
Background: Inclusive physical education (IPE) demands that physical education (PE) teachers possess both adequate pedagogical readiness and favorable attitudes toward students with disabilities. In Pakistan, where the Special Education sector has expanded substantially in recent decades, systematic evidence on PE teachers' preparedness and attitudinal profiles remains scarce, limiting the design of evidence-informed policy and training responses. Objective: This study examined the preparedness and attitudes of PE teachers toward the inclusion of students with disabilities in regular physical education classes in public and private special secondary schools of Punjab province. Methods: A descriptive cross-sectional survey was conducted with 129 PE teachers (81.4% male; 18.6% female; age range 21–50+ years) from schools under the Directorate of Special Education, Punjab. A validated 21-item Likert-scale questionnaire was used for data collection. Chi-square goodness-of-fit tests assessed item-level response distributions; independent-samples t-tests and one-way ANOVA examined gender and age differences in overall scores, respectively. Results: Statistically significant, non-uniform response distributions were observed across all 21 items (χ² range: 14.84–111.35; all p ≤ .005). Broadly positive attitudinal endorsement was evident: 82.9% agreed students with disabilities can succeed in PE, 77.5% expressed willingness to modify activities, and 70.5% supported full inclusion. However, 46.5% acknowledged that most PE teachers remain unprepared for inclusive teaching even with modifications, and 65.1% perceived schools as lacking essential allied health support services. Neither gender (t = 2.945, p = .089) nor age (F = 2.242, p = .087) significantly differentiated overall preparedness and attitude scores. Conclusion: PE teachers in Punjab endorse inclusive values yet acknowledge meaningful gaps in their own practical preparedness and the institutional resources available to support inclusion. Targeted pre-service and in-service training, administrative support, and multi-disciplinary resource provision are prerequisites for translating positive attitudes into effective inclusive physical education practice.
Keywords: inclusive physical education; teacher preparedness; teacher attitudes; students with disabilities; special education; Pakistan.
