Actitudes hacia la inclusión de estudiantes con discapacidad en educación física en Chile

Abstract

This study explored school students' attitudes toward the inclusion of peers with disabilities in Physical Education (PE) classes, framing the research within the growing recognition of positive student attitudes as a key factor in promoting inclusive school environments. It also highlights the crucial role of PE in fostering social interaction and skill development. A cross-sectional, descriptive quantitative research design was employed using a non-probability convenience sample of 684 Chilean students from public and private schools. Attitudes were assessed using the Children's Attitudes Toward Integrated Physical Education–Revised (CAIPE-R) questionnaire. Descriptive results indicated generally positive attitudes toward inclusion. Comparative analyses revealed significant differences associated with biological sex, school type, biological sex and previous experience with classmates with disabilities, school type and previous experience with classmates with disabilities, and the interaction between biological sex and previous experience with classmates with disabilities. Female students exhibited more positive attitudes, particularly those with direct experience interacting with peers with disabilities. Likewise, students attending public schools who had previous experience with classmates with disabilities demonstrated more favorable attitudes than those without such experience in public schools and those with experience in private schools. In conclusion, the findings underscore that biological sex, school type, and, most importantly, previous experience with disability are key factors shaping positive attitudes toward inclusion in PE, suggesting that these variables should be considered when designing inclusive educational programs.