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Findings show adoption can improve through targeted communication to key educational leaders and by providing curated, organized content. Practical implications and future research directions are 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\nLauren Tristani York University  \nJennifer Tomasone Queen’s University  \nJessica Fraser-Thomas York University  \nRebecca Bassett-Gunter York University  \nCanadian Journal of Education / Revue canadienne de l’éducation 43:2 (2020)©2020 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nAbstract  \nSteps to Inclusion is a teacher-training resource specifically designed to facilitate inclusive physical education. Teacher-training resources, such as Steps to Inclusion, can only be effective when systematic and effective adoption is achieved. The diffusion of innovations theory (DOI) provides a useful framework to contextualize and understand factors related to teachers’ adoption of various teacher-training resources. Guided by the DOI, this study identified factors that teachers perceived to be important in facilitating resource adoption. Results indicate that improved adoption of resources could be achieved by: (a) communicating/promoting resources to key educational leaders, and (b) providing curated content. Additional practical implications and future directions are discussed.  \nKeywords: inclusive education, physical education, students with disabilities, teacher training  \nRésumé  \nÉtapes vers l’inclusion est une ressource de formation pour enseignants conçue spécialement pour faciliter l’éducation physique inclusive. Les ressources pour la formation desenseignants telles qu’Étapes vers l’inclusion ne peuvent être efficaces que si l’adoption est systématique et effective. La théorie de la diffusion des innovations (diffusion ofinnovations [DOI]) fournit un cadre utile pour contextualiser et comprendre les facteurs liés à l’adoption par les enseignants de ressources de formation pour enseignants. Guidée par la DOI, cette étude a identifié les facteurs jugés importants par les enseignants pour faciliter l’adoption des ressources. Les résultats indiquent que l’adoption pourrait être améliorée en (a) communiquant / promouvant les ressources de formation des enseignants aux responsables de l’éducation et (b) en fournissant un contenu organisé . Des implications pratiques supplémentaires et des orientations futures sont également discutées.  \nMots-clés : éducation inclusive, éducation physique, étudiants handicapés, formation desenseignants  \nCanadian Journal of Education /Revue canadienne del’éducation 43:2 (2020) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nTeachers play a critical role in the effective inclusion of students with disabilities 1 (SWD) in physical education (PE) classrooms. Teachers are expected to create effective inclusion strategies that facilitate a safe PE environment and accommodate all students’needs (Belley-Ranger et al., 2016) while enhancing overall physical activity (PA; Salliset al., 2012). However, teachers widely communicate feelings of insufficient training or unpreparedness in delivering PE for SWD (Lirgg et al., 2017; Vickerman & Coates, 2009). Evidence-based professional development opportunities, including training tools and resources, are essential in supporting teachers to facilitate inclusive PE2 (Sokal & Sharma, 2014) . In general, training resources have been shown to be effective in expanding teachers’knowledge and providing opportunities to learn about optimal pedagogical practice (DeCorby et al., 2005). Awareness, acquisition, and implementation of effective training resources support teachers in creating a plan of action to facilitate optimal PE for SWD (Danielson, 2011). Conversely, when teachers are not provided with adequate training resources, negative or neutral attitudes about inclusion are often present, along with a lack of commitment to create inclusive classrooms (Avramidis et al., 2000) .  \nAcknowledging the value of teacher training to facilitate inclusive PE, various PE-focuse","cbCaihAuZDt4M2Tq","https://ap.wps.com/l/cbCaihAuZDt4M2Tq","pdf",241896,"English","# Abstract\n# Résumé\n# Introduction\n## Inclusive physical education and teachers’ roles\n## Teacher-training resources and adoption barriers\n# Method/Framework (DOI)","[{\"question\":\"Why are teacher-training resources important for inclusive physical education?\",\"answer\":\"They support teachers in creating safe, accommodating learning environments and expanding knowledge about effective inclusive practice.\"},{\"question\":\"Which theory guides the study on teachers’ adoption of training resources?\",\"answer\":\"The diffusion of innovations theory (DOI) is used to contextualize and understand factors behind adoption decisions.\"},{\"question\":\"What factors did the study find can improve adoption of inclusive PE training resources?\",\"answer\":\"Improvement is linked to communicating/promoting resources to key educational leaders and providing curated content.\"}]","Examining Factors Related to Teachers’ Decisions to Adopt Teacher-Training Resources for Inclusive Physical Education | PDF",1792082403,76]