The purpose of this study was to present a new Individualized Education Program (I.E.P.) developed for PE teachers using a dynamic evaluation procedure so as to assess its value in promoting educational knowledge. A modified version of the Evaluation Scale of the Educational Program’s Implementation (ESEPI) (Grammatikopoulos 2004) was applied for the needs of the research on a sample of 151 physical education teachers (84 men, 67 women), all working in Greek primary and secondary schools. Statistically significant differences were observed in ‘training’ factor with PE teachers who had previous experience of teaching students with disabilities or working in inclusion and special classes rating higher the overall impression of the seminar. PE teachers dealing with inadequate equipment and school facilities appeared yet positive but to a lesser degree about the dynamic evaluation approach and the instrument presented, raising an issue whether possible lack of funds and school facilities discourages them to believe that inclusion can be truly accomplished without the necessary support services. Overall, results are encouraging that evaluation of the new instrument presented through an interactive and dynamic approach can be proved really valuable in helping the everyday practice of PE teachers to teach students with disabilities in inclusion classes.
& Efthimiou, P.
Dynamic Evaluation Approach in Adapted Physical Education: Assessing Individualized Education Procedures for Inclusion Purposes,
Electronic Journal for Inclusive Education, 3