Abstract

This article analyses the present situation of secondary school P.E. teachers in the city of Barcelona, in the face of special educative needs. This study is the continuation of the one already published on primary school P.E. Teachers (Hernández, Hospital and Lopez, 1997). This investigation is centred on the analysis of the attitude and professional development of teachers as necessary elements in the successful attention to students with special educative needs. This is a social-educative study on the situation (attitude and formation) of the teachers with respects to the students with special educative needs. The treatment of the data begins with a questionnaire among a sample of PE Teachers, changing some of the questions of the original questionnaire that was previously used (Hernández, Hospital and Lopez, 1998). The authors emphasise in the study the positive response of the PE Teachers to integration (although not categorically) as well as the pedagogic limitations of the teachers to face up to the students with special educative needs, especially the teachers difficulties in producing adequate individual timetables/programmes. Another relevant aspect mentioned by the teachers is the limitations and lack of means and equipment to face the special educative needs, underlining a lack of sensibility on the part of the administration
on this subject. We also emphasise that the initial formation of the teachers to deal with the special educative needs seems to be inadequate and should be centred on more methodological ad didactic aspects