Determining the Readiness of Future Physical Education Teachers to Implement Adaptive Physical Education in Schools for Students with Hearing Impairments
DOI:
https://doi.org/10.17309/tmfv.2026.1.14Keywords:
inclusive education, professional readiness, sign language, special pedagogyAbstract
Background. This article presents the results of a comprehensive study on how prepared future physical education teachers are to implement adaptive physical education for children with hearing impairments. The study’s relevance stems from Ukraine’s growing need for inclusive education, and the necessity to ensure that children with sensory disabilities have access to physical activity. Inclusive education means creating equal learning opportunities for all students, including those with hearing impairments. In this context, physical education supports both health and socialization.
Objectives. The study aimed to provide a theoretical justification, conduct an empirical investigation, assess the readiness of future physical education teachers to implement adaptive physical education in educational institutions that enroll students with hearing impairments, and develop practical recommendations to improve teachers’ professional training. The article examines the structure of professional readiness of future physical education teachers. It presents the findings of an empirical study on readiness levels and analyzes the factors that influence their development.
Materials and Methods. The study involved 186 students of T.H. Shevchenko National University “Chernihiv Collegium.” The research examined the participants’ knowledge of adaptive physical education, their skills in working with students with hearing impairments, and their motivational value and attitudes toward inclusive education. The objective of the study was to assess the level of professional readiness of students majoring in Physical Education to implement adaptive physical education in schools with inclusive forms of education for children with hearing impairments. Readiness was evaluated based on four key components: cognitive, motivational–value, operational–practical, and communicative–reflective.
Results. The findings indicate insufficient practical training and limited proficiency in sign language, although the majority of students demonstrated positive motivation toward inclusion. A training model that includes a theoretical course, practical modules, volunteer activities, internships, and support from an experienced mentor is proposed. Promising directions for improving educational programs were identified.
Conclusions. The readiness of future teachers to implement adaptive physical education in schools educating children with hearing impairments is a key factor in the successful implementation of inclusive education. The study contributes to the development of adaptive physical education and to the training of teaching professionals for work in inclusive educational environments.
Downloads
References
Nosko, M, & Troianovska M. (2025) Comparative analysis of biomechanical parameters of balance in 7–8 years old pupils with hearing impairment during physical education classes. Visnyk Chernihiv Natl Univ T.H. Shevchenko, 187(31), 82–86. https://doi.org/10.58407/visnik.253114 DOI: https://doi.org/10.58407/visnik.253114
Nosko, M., Troianovska М., Cieslicka, M., & Stancu, M. (2025). Motor skill development in schoolchildren with hearing impairments during physical education in general secondary schools. Pedagogy of Physical Culture and Sports, 29(5), 379–388. https://doi.org/10.15561/26649837.2025.0501 DOI: https://doi.org/10.15561/26649837.2025.0501
Alhumaid, M. (2023). Primary students’ attitudes towards peers with disabilities in physical education in Saudi Arabia. Children, 10(3), 580. https://doi.org/10.3390/children10030580 DOI: https://doi.org/10.3390/children10030580
Dubey, A., (2024). Inclusive Physical Education: Strategies for Creating an Accessible and Supportive Learning Environment. Innovations in Sports Science, 1(2). https://doi.org/10.36676/iss.v1.i2.7 DOI: https://doi.org/10.36676/iss.v1.i2.7
Rekaa, H., Hanisch, H., & Ytterhus, B. (2018). Inclusion in Physical Education: Teacher Attitudes and Student Experiences. A Systematic Review. International Journal of Disability, Development and Education, 66(1), 1–20. https://doi.org/10.1080/1034912X.2018.1435852 DOI: https://doi.org/10.1080/1034912X.2018.1435852
Bruno, L. E. (2020). Teacher Readiness in Adapted Physical Education: Teaching the “Able,” Not the “Label.” Journal of Physical Education, Recreation & Dance, 91(4), 14–21. https://doi.org/10.1080/07303084.2020.1720871 DOI: https://doi.org/10.1080/07303084.2020.1720871
Azubuike, A. S., Obih, S. O., & Okwarachukwu, A. C. (2023). Adapted Physical Education in Special Need Education: The Way Forward. Special Needs Education from the Lens of Interdisciplinary Dialogue: A Festchrift in Honour of Prof. Emeka D. Ozoji, 1(2). https://journals.ezenwaohaetorc.org/index.php/AFHOPEO/article/view/2451
Orhan, B. E., Karaçam, A., & Astuti, Y. (2024). Exploring educators’ preparedness and program implementation in adapted physical education classes for individuals with autism spectrum disorder. Journal of Physical Education and Sport, 24(1), 229-240. https://doi.org/10.7752/jpes.2024.01028 DOI: https://doi.org/10.7752/jpes.2024.01028
Holland, K., Haegele, J. A., Zhu, X., & Bobzien, J. (2022). “Everybody Wants to be Included”: Experiences with ‘Inclusive’ Strategies in Physical Education. Journal of Developmental and Physical Disabilities, 35(2), 273–293. https://doi.org/10.1007/s10882-022-09852-x DOI: https://doi.org/10.1007/s10882-022-09852-x
Smith, S. V., Pickford, R., Priestley, J., & Sellers, R. (2021). Developing the Inclusive Course Design Tool: a tool to support staff reflection on their inclusive practice. Compass: Journal of Learning and Teaching in Higher Education, 14(1). https://doi.org/10.21100/compass.v14i1.1115 DOI: https://doi.org/10.21100/compass.v14i1.1115
David, R. D., & Brown, K. (2022). Disability, Inclusion and Language-in-Education Policy in the Global South: The Colombian Context. Center for Educational Policy Studies Journal, 12(4), 13–33. https://doi.org/10.26529/cepsj.1441 DOI: https://doi.org/10.26529/cepsj.1441
Kovalenko, І. (2024). Teaching a foreign language in the text of inclusiv education: adapting activities and materials for students with special needs. Scientific perspectives, 8(26), 718-729. https://doi.org/10.52058/2786-6300-2024-8(26)-718-729 DOI: https://doi.org/10.52058/2786-6300-2024-8(26)-718-729
Celestino, T., Ribeiro, E., Morgado, E. G., Leonido, L., & Pereira, A. (2024). Physical Education Teachers’ Representations of Their Training to Promote the Inclusion of Students with Disabilities. Education Sciences, 14(1), 49. https://doi.org/10.3390/educsci14010049 DOI: https://doi.org/10.3390/educsci14010049
Kim, M., Santiago, J. A., Park, C. W., & Roper, E. A. (2021). Adapted physical education teachers’ job satisfaction. Adapted Physical Activity Quarterly, 38(4), 661-680. https://doi.org/10.1123/apaq.2020-0203 DOI: https://doi.org/10.1123/apaq.2020-0203
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. http://doi.org/10.1191/1478088706qp063oa DOI: https://doi.org/10.1191/1478088706qp063oa
Clarke, V., & Braun, V. (2016). Thematic analysis. Journal of Positive Psychology, 12(3), 297–298. https://doi.org/10.1080/17439760.2016.1262613 DOI: https://doi.org/10.1080/17439760.2016.1262613
Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O.-P. (2020). Initial teacher education students’ self-efficacy, attitudes, and concerns towards inclusive education: A systematic review. Teaching and Teacher Education, 92, 103079. https://doi.org/10.1016/j.tate.2020.103079 DOI: https://doi.org/10.1016/j.tate.2020.103079
Jung, J., Case, L., Logan, S., & Yun, J. (2022). Physical educators’ qualifications and instructional practices toward students with disabilities. Adapted Physical Activity Quarterly, 39(2), 230-246. https://doi.org/10.1123/apaq.2021-0117 DOI: https://doi.org/10.1123/apaq.2021-0117
Braksiek, M. (2022). Pre-service physical education teachers’ attitudes toward inclusive physical education. German Journal of Exercise and Sport Research, 52(1), 1–10. https://doi.org/10.1007/s12662-021-00755-1 DOI: https://doi.org/10.1007/s12662-021-00755-1
Kravchenko, G. (2022). Adaptive Management Methods In Creating Inclusive Environment In Higher Education Institution. Adaptive Management: Theory and Practice. Series Pedagogics, 13(25). https://doi.org/10.33296/2707-0255-13(25)-02 DOI: https://doi.org/10.33296/2707-0255-13(25)-02
Loreman, T. (2014) Measuring Inclusive Education Outcomes in Alberta, Canada. International Journal of Inclusive Education, 18, 459-483. https://doi.org/10.1080/13603116.2013.788223 DOI: https://doi.org/10.1080/13603116.2013.788223
Block, M. E. (2016). A teacher’s guide to adapted physical education: Including students with disabilities in sports and recreation (4th ed.). Paul H. Brookes Publishing. DOI: https://doi.org/10.3389/fpubh.2016.00197
Antala, B., Průžek, M., & Popluhárová, M. (2022). Self-efficacy and attitudes of physical education teachers towards inclusion of pupils with disabilities. Sustainability, 14(20), 13292. https://doi.org/10.3390/su142013292 DOI: https://doi.org/10.3390/su142013292
Rojo-Ramos, J., et al. (2023). Validation of the Evaluation of Teachers’ Preparation for Inclusion (CEFI-R) questionnaire among physical education teachers. International Journal of Environmental Research and Public Health, 20(3), 2306. https://doi.org/10.3390/ijerph20032306. DOI: https://doi.org/10.3390/ijerph20032306
Qi, J., & Ha, A. S. (2012). Inclusion in Physical Education: A review of literature. International Journal of Disability, Development and Education, 59(3), 257–281. https://doi.org/10.1080/1034912X.2012.697737 DOI: https://doi.org/10.1080/1034912X.2012.697737
Tarantino, G., & Makopoulou, K. (2023). Teachers’ attitudes towards inclusion in physical education: systematic review and meta-analysis of studies conducted before and after the Salamanca Statement. International Journal of Inclusive Education, 29(7), 1–15. https://doi.org/10.1080/13603116.2023.2287465 DOI: https://doi.org/10.1080/13603116.2023.2287465
Cabahug, Z. C., Biyok, F., Cogollodo, M. J., Pascual, C., Bongco, J., & Quinco-Cadosales, M. N. (2025). Teachers’ Readiness, Restrictions, and Responsiveness in Inclusive and Adapted Physical Education. IJPSAT, 52(1), 277–295. https://doi.org/10.52155/ijpsat.v52.1.7399
Beyazoğlu, G. (2021). Attitudes of Teachers Towards Inclusion of Students with Disabilities in Physical Education. Pakistan Journal of Medical and Health Sciences, 15(10), 3390-3393. https://doi.org/10.53350/pjmhs2115103390 DOI: https://doi.org/10.53350/pjmhs2115103390
Mawena, J., & Sorkpor, R. S. (2024). Enhancing inclusive physical activity for students with disabilities: Patterns and opportunities. Aquademia, 8(1), ep24002. https://doi.org/10.29333/aquademia/14430 DOI: https://doi.org/10.29333/aquademia/14430
Utami, N. A. B. (2025). Exploring physical education teachers’ perspectives on inclusive education in Bandung, Indonesia. International Journal of Inclusive Education, 1–15. https://doi.org/10.1080/13603116.2025.2490591 DOI: https://doi.org/10.1080/13603116.2025.2490591
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Mykola Nosko, Maria Troyanovskaya
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
