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The Impact of Paralympic School Day on Student Attitudes Toward Inclusion in Physical Education ______

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The Impact of Paralympic School Day on Student Attitudes Toward Inclusion in Physical Education ______ The Impact of Paralympic School Day on Student Attitudes Toward Inclusion in Physical Education _______________________________ A Dissertation Presented to The Faculty of the Curry School of Education University of Virginia _________________________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Education _________________________________ by Catherine McKay, B.S., M.S.Ed. May, 2013 © Copyright by Catherine McKay All Rights Reserved May, 2013 ABSTRACT Adviser: Martin Block, Ph.D. Paralympic School Day (PSD) is a disability awareness program that provides a platform for attitude change by raising awareness about disability and disability sport. The purpose of this study was to determine if PSD would have a positive impact on the attitudes of students without disabilities toward the inclusion of students with disabilities in physical education classes, including an exploration of the theoretical underpinnings of the PSD curriculum. The sample comprised of 143 sixth grade students at an Independent school located in New York City. The students were divided into two groups (experimental n = 71, control n = 72), with the experimental group receiving the half-day PSD treatment. All students responded three times to Siperstein’s (2006) Adjective Checklist and Block’s (1995) Children’s Attitudes toward Integrated Physical Education- Revised (CAIPE-R) Questionnaire, which was used as a complete scale and then was divided into two subscales. Four ANCOVA tests were conducted, with the posttest score as the dependent variable, and the pretest score as the covariate. Independent variables were gender and PSD treatment, both including two levels: gender (male/female) and treatment (PSD/No PSD). Results indicated a significant PSD treatment effect across all four measures: Adjective Checklist (p = .046, Partial η² = .03); CAIPE-R (p = .002, Partial η² = .07); Inclusion subscale (p = .001, Partial η² = .08); and Sport Modification subscale (p = .027, Partial η² = .04). These results should be viewed with caution, as the effect sizes were low or moderate and the mean differences were slight. Results did not indicate a gender effect. Forward stepwise regression analyses indicated that competitiveness at the very high level (p = .026, Partial η² = .04), contact at home (p = .017, Partial η² = .04), and contact in general education (p = .022, Partial η² = .04) were significant variables that impacted attitudes negatively, but should be viewed with caution, as effect sizes were low and mean differences were slight. A Confirmatory Factor Analysis (CFA) with a one-factor solution indicated that the fidelity criteria created for this study measured a single construct: Allport’s (1954) contact theory. DEDICATION To Ryan- whose support is abundant, whose love is nourishing, and whose patience is just shy of infinite. To Dr. Block- who mentors with candor and simplicity, who offers feedback with kindness and care, and who inspires excellence through passion and awesomeness. “Spread love everywhere you go. Let no one ever come to you without leaving happier.” -Mother Teresa iv ACKNOWLEDGEMENTS “Appreciation is a wonderful thing: It makes what is excellent in others belong to us as well.” -Voltaire It is with great pleasure that I acknowledge and give thanks to the extraordinary individuals who offered support and inspiration as I embarked on the monumental journey of writing this dissertation. First, with great appreciation, I acknowledge Dr. Martin Block, my adviser and mentor. You have an unbelievable gift. Thank you for believing in me when you kindly agreed to be my adviser over a decade ago, for sticking with me as I moved from city to city, and for role-modeling excellence in research and excellence in practice. Thank you to Dr. Luke Kelly, my committee member and role model, for offering expert advice and reviewing my work with unbelievable attention to detail. I will be a better researcher because of the challenging questions you asked and the standard of excellence you exude. A special thank you to Dr. Sara Rimm-Kaufman, my committee member and role model, for agreeing to serve on my committee with kindness and genuine enthusiasm, and for bringing positive energy to each of our meetings. With extreme gratitude, I acknowledge Dr. Tom Kelly, Head of Horace Mann School, for setting the foundation for research success at our very first meeting. You lead with creativity and integrity, and you unwaveringly support ambition and academic excellence. I will never be able to thank you enough for your kindness and resources, and most of all, for starting from a place of “yes.” In addition, thank you to Robin Ingram, MD Head, and to Camille Miller and the 6th grade team, who jumped into the planning and support of Paralympic School Day (PSD) with excitement and helpfulness. Thank you to Patricia Zuroski and Markell Parker for embracing PSD as a valuable diversity v activity. I cherish you as friends and colleagues, and I admire the altruistic manner with which you lead and educate. I am grateful to Jasmin Ortiz, my friend and a brilliant photographer, for capturing the magic of PSD through photos. Thank you to my friends Adrienne Levin, Bronwen Whyte, Sabina Rowe, and Gabrielle Holder for your thoughtful words of encouragement and for checking in with me often to make sure I was hanging on. Thank you to the faculty and staff at the HM ND for your support this year. I am super lucky to educate and lead with Dr. Genevieve Evans-Taylor, Karyn Nishimura Sneath, Denise Reens, and Stefania Rudd. When you invited me to join the lead facilitator team for the Emerging Leaders Institute, you sparked a fire in me that impacted my passion and determination to finish my doctoral degree. Thank you for being unbelievable beacons of light and integrity. Thank you to Linda Schnetzer, Susan DuMont, Lauren Kelly Gall, and the NE Regional Team for covering a large amount of my duties as I attempted to simultaneously serve our Fraternity and write a dissertation. Thank you to the best editor a doctoral student could dream of, JoAnne Dyer, and to the best statistics tutor in the world, Jung Yeon Park, who made this process infinitely more enjoyable. In addition, thank you to Dr. Jacqueline Williams, my undergraduate adviser and friend, for teaching me the skills to be an outstanding physical educator. My journey started because of your passion and expertise, and I am very grateful. Thank you to Mom and Carl for a lifetime of awesomeness and for being my biggest cheerleaders. Thank you to Andy and Bobby for eight-second hugs, and to Cristy and WT for your prayers. Lastly, thank you to my amazing husband, Ryan, for taking such good care of me throughout this entire process. In conclusion, I would like to quote a very wise bear named Pooh, who once said, “So much to do, so much to be!” vi TABLE OF CONTENTS DEDICATION …………...……………………………………………………………... iv ACKNOWLEDGEMENTS ……..………………………………………………………. v TABLE OF CONTENTS ……………………………..……………………………...... vii LIST OF TABLES …………………………………………...………………………... .xii LIST OF FIGURES ……...…………………………………………...……..………… xiv LIST OF APPENDICES ……………………………………………….…..………..…..xv CHAPTER Page I. INTRODUCTION……………………………………………........................ 1 Attitudes …......……………………………………..……………………. 5 Contact Theory …………………..…………………………..………….. 6 Paralympic School Day …………………………………………………. 7 Statement of the Problem ……………………………………………….. 9 Purpose of the Study …………………………………………………… 10 Overview of Research Questions ………………………………………. 10 Definition of Terms …………………………………………………….. 13 Delimitations …………………………………………………………… 14 Limitations …………………………………………………………....... 15 vii Statement of Significance ……………………………………………… 16 II. REVIEW OF LITERATURE ……………………………………………… 18 Review of Literature on Attitudes ……………….………………………… 18 Attitude and Behavior ………………………………………………….. 20 Measuring Attitudes ……………………………………………………. 21 Attitude Research in Adapted Physical Education ………………….…. 23 Attitudes of Students in the Classroom Setting ……………….……….. 27 Attitudes of Students in the Physical Education or Physical Activity Setting ……......................................................................................... 41 Review of Literature on Contact Theory …………….……………………. 54 Equal Status ……………………………………………………………. 56 Cooperation …………………………………………………………...... 56 Personal Interactions ………………………………………………….... 57 Support from Authority ………………………………………………… 57 Review of Literature on Paralympic School Day ………….…………….... 58 Disability Awareness Programs ……………………………………...… 58 Paralympic School Day ……………………………………………….... 61 Theoretical Framework of Paralympic School Day ……………………. 63 Paralympic School Day Field Based Research ………………………… 66 Conclusion …………………………………………………………………. 71 III. METHODS ………………………………………………………………… 76 viii Independent and Dependent Measures …………………………………..… 76 Population and Sample …………………………………………………….. 78 Instruments …………………………………………………………………. 82 Children’s Attitudes Toward Integrated Physical Education-Revised ….82 The Adjective Checklist ……………………………………………….. 85 Fidelity Criteria …………..……………………………………………. 87 The Institutional Review Board ……………………………………………. 88 Procedure …………………………………………………………………... 89 Data Analysis ……………………………………………..………………. 101 Pearson Correlation …………………………………………………… 103 t-Tests ……………………………………………….……………….... 103 Analysis of Covariance …...……………………………………..……. 103 Regression Analysis …………………………………...……...………. 104 Chi Square ………………………………..………………………..….. 105 Reliability Measures ………………….…...............………………….. 105 Validity Measures
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