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dc.contributor.authorWilhelmsen, Terese
dc.contributor.authorSørensen, Marit
dc.contributor.authorSeippel, Ørnulf
dc.contributor.authorBlock, M. E.
dc.date.accessioned2020-04-28T09:26:06Z
dc.date.available2020-04-28T09:26:06Z
dc.date.created2019-08-14T10:23:04Z
dc.date.issued2019
dc.identifier.citationInternational Journal of Inclusive Education. 2019, under utgivelse.en_US
dc.identifier.issn1360-3116
dc.identifier.urihttps://hdl.handle.net/11250/2652738
dc.descriptionThis is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.en_US
dc.description.abstractKnowledge is scarce on parental satisfaction with the inclusion of children with disabilities in physical education (PE). This study explored how parents’ satisfaction with inclusion in PE was associated with parental and child interpersonal and intrapersonal characteristics. Seventy-two parents of children with disabilities participated in the survey-based study. The results of the ordinary least square regression (OLS) and quantile regression (QR) indicated that the parents’ satisfaction with social inclusion in PE was associated with their attitudes towards inclusion in PE, perceived PE-related information sharing, and the type of disability and degree of physical inclusion. Parents’ satisfaction with pedagogical inclusion of children in PE was associated with their attitudes towards inclusion in PE, PE-related information sharing, and the children’s degrees of disability and physical inclusion. Furthermore, the QR estimates indicated that the explanatory strength of parental attitudes towards inclusion in PE varied with the degree of parental satisfaction with social and pedagogical inclusion of their children in PE. Practical and methodological implications of the findings are discussed.en_US
dc.language.isoengen_US
dc.relation.urihttps://doi.org/10.1080/13603116.2019.1597930
dc.subjectdisabilityen_US
dc.subjectinclusionen_US
dc.subjectparentsen_US
dc.subjectphysical educationen_US
dc.subjectparental satisfactionen_US
dc.titleParental satisfaction with inclusion in physical educationen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2019 The Author(s).en_US
dc.source.pagenumber18en_US
dc.source.journalInternational Journal of Inclusive Educationen_US
dc.identifier.doi10.1080/13603116.2019.1597930
dc.identifier.cristin1715809
dc.description.localcodeSeksjon for coaching og psykologi / Department of Coaching and Psychologyen_US
dc.description.localcodeSeksjon for kultur og samfunn / Department of Cultural and Social Studies
cristin.unitcode150,32,0,0
cristin.unitcode150,33,0,0
cristin.unitnameSeksjon for coaching og psykologi
cristin.unitnameSeksjon for kultur og samfunn
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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