Attitudes of Physical Educators Unfortunately, some researchers have reported negative at- titudes toward students with disabilities. Sideridis and Chandler (1996) found that physical education teachers had negative percep- tions of students with orthopedic limitations. Conversely, Sato and Hodge (2009) reported that physical education teachers in Japan had positive attitudes when working with students with disabilities even though they experienced complications and diiculties. Even so, the teachers stressed the need for greater professional prepara- tion. Theodorakis, Bagiatis, and Goudas (1995) examined the at- titudes and intentions of 99 future physical education teachers toward teaching students with disabilities. They found that those students who felt conident teaching students with disabilities had stronger intentions to actually do it. This inding highlights the im- portance of properly preparing future teachers to work with stu- dents with disabilities so that they have the conidence to overcome potential challenges rather than avoid them. Perceived conidence or self-eicacy pertaining to teaching stu- dents with disabilities appears to be an important factor inluenc- ing the attitudes of future physical education students (Kowalski & Rizzo, 1996). This conidence is derived from academic preparation (Folsom-Meek & Rizzo, 2002), particularly through infusion cours- es, in which the student-teacher receives hands-on experience as well as completing speciic disability assignments and lectures throughout a program (Apache & Rizzo, 2005; Kowalski & Rizzo). Thus, to improve a student-teachers’ self-eicacy, experiential op- portunities that provide enactive mastery experiences may better prepare them to be successful in the future (Block, Taliaferro, Har- ris, & Krause, 2010). Simulation Interventions and Study Purpose Although attitudes toward teaching physical education students with disabilities are well-documented, few research studies support speciic interventions that improve the knowledge and skills of a future or current physical educator. Gürsel (2007) reported that an adapted physical education course signiicantly improved attitudes among physical education teacher candidates. It was concluded that knowledge of disabilities and practical teaching experience with students with disabilities served to improve attitudes. It is encouraging that training can improve attitudes toward teaching students with disabilities, yet Gürsel’s study is one of very few that focused on changing attitudes rather than just measuring them. ENCOURAGING DISABILITY APPRECIATION AMONG PHYSICAL EDUCATION, TEACHER EDUCATION STUDENTS THROUGH PRACTICAL SIMULATION A Pilot Study Abstract Physical education teachers are expected to educate all students including those with disabilities. However, this can be challeng- ing particularly when a future, novice, or current teacher does not appreciate or understand the challenges that a person with a dis- ability may experience both in the physical education setting and in everyday life. Therefore, to foster disability appreciation among nine future physical educators enrolled in a college physical edu- cation program, a class assignment was designed to provide each participant with a 24-hour experience of living with a disability. Participants video recorded their experiences, and summary jour- nals were transcribed and analyzed for themes. Resulting themes included Speciic Experiences, Learning Outcomes, and Disability Appreciation. Themes are discussed and compared with current literature. Practical application and future research opportunities are suggested for others seeking to encourage practical experience that fosters disability appreciation in an adapted physical educa- tion class. Keywords: adapted physical education; APE; classroom infu- sion; Physical Education Teacher Education TIMOTHY BAGHURST Oklahoma State University It is important for physical educators to model their teaching to minimize any negative perceptions that students might develop if a teacher is unwilling or unable to demonstrate speciic skills or general itness (Baghurst & Bryant, 2012). For example, completing a test such as Fitnessgram alongside students not only encourages empathy, but it also demonstrates to students that the teacher is it and therefore perceived as healthy (Garrett & Wrench, 2008). The teacher is able to better understand the demands of an activity or task. Similarly, it could be argued that a teacher or trainee teacher who takes part in an exercise designed to experience living a dis- ability might also develop greater empathy toward individuals with a disability. Students with disabilities have reported negative experiences in physical education that include social isolation, feelings of in- competency, and limited participation (Goodwin & Watkinson, 2000). Reasons for these negative experiences may vary, but might be partly attributed to the teacher’s lack of knowledge and under- standing of disabilities. For example, in a study of physical educa- tion teachers worldwide, not all participants supported inclusion (Hodge et al., 2009). Physical education teachers who did not sup- port inclusion cited lack of knowledge, preparation, and adminis- trative/parental support. Thus, this study sought to provide experi- ential learning that might address some of these concerns. 44 PALAESTRA | 2014 | Vol. 28, No. 4