dc.contributor.author | Wilhelmsen, Terese | |
dc.contributor.author | Sørensen, Marit | |
dc.contributor.author | Seippel, Ørnulf | |
dc.contributor.author | Block, M. E. | |
dc.date.accessioned | 2020-04-28T09:26:06Z | |
dc.date.available | 2020-04-28T09:26:06Z | |
dc.date.created | 2019-08-14T10:23:04Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | International Journal of Inclusive Education. 2019, under utgivelse. | en_US |
dc.identifier.issn | 1360-3116 | |
dc.identifier.uri | https://hdl.handle.net/11250/2652738 | |
dc.description | This 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.abstract | Knowledge 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.iso | eng | en_US |
dc.relation.uri | https://doi.org/10.1080/13603116.2019.1597930 | |
dc.subject | disability | en_US |
dc.subject | inclusion | en_US |
dc.subject | parents | en_US |
dc.subject | physical education | en_US |
dc.subject | parental satisfaction | en_US |
dc.title | Parental satisfaction with inclusion in physical education | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2019 The Author(s). | en_US |
dc.source.pagenumber | 18 | en_US |
dc.source.journal | International Journal of Inclusive Education | en_US |
dc.identifier.doi | 10.1080/13603116.2019.1597930 | |
dc.identifier.cristin | 1715809 | |
dc.description.localcode | Seksjon for coaching og psykologi / Department of Coaching and Psychology | en_US |
dc.description.localcode | Seksjon for kultur og samfunn / Department of Cultural and Social Studies | |
cristin.unitcode | 150,32,0,0 | |
cristin.unitcode | 150,33,0,0 | |
cristin.unitname | Seksjon for coaching og psykologi | |
cristin.unitname | Seksjon for kultur og samfunn | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |