Examination of physical education and sports high school students' attitudes and self-sensitivity towards integration students

Purpose: Our aim in this study is to investigating the attitudes and self-sensitivity of physical education and sports college students towards mainstreaming students in terms of various variables. Materials and Methods: A total of 226 students, 123 of whom were male and 103 of whom were female, participated in our research at Batman University School of Physical Education and Sports (BESYO). To collect data from the students participating in the research, the "Views on Inclusion" scale developed by Aksüt et al. and the "Self-Compassion" scale developed by Neff, whose validity study was adapted to Turkish by Akın et al., were used.Statistical analysis of the data was made using the SPSS 24.0 program. Since the data were normally distributed, Parametric tests such as Independent Sample T test, One-Way Anova tests, and TUKEY HSD test were used for post-hoc test. Findings: The attitudes of the BESYO students who participated in the research towards inclusive students were based on their class level, age group, having knowledge about inclusive education, taking courses on special education other than inclusive education, having worked with an inclusion student, having a special needs individual in the family or in the environment, and the importance of individuals with special needs to inclusive education. Significant differences were detected according to criteria such as supporting participation (p<0.05). However, no significant differences were detected according to the criteria of gender, internship in inclusive classes, and having taken an inclusive course before (p>0.05). Significant differences were detected in the self-sensitivity of BESYO students according to criteria such as gender, class level, knowledge about inclusive education, and supporting the participation of individuals with special needs in inclusive education (p <0.05). No significant differences were detected according to the criteria of age group, having taken an inclusion course before, taking courses on special education other than inclusive education, doing an internship in inclusive classes, working with an inclusive student, and having a special needs individual in the family or environment (p>0.05). Result: As a result of the research, it was concluded that the attitudes of BESYO students towards inclusion students increase if they are closely related to the inclusion students, the attitude increases as age and grade level increases, female students are more sensitive than male students, those who receive training on inclusion have more sensitivity, and as the grade level increases, self-sensitivity increases. has been reached. Keywords: BESYO, Self-Compassion, Inclusion, Attitude