‘Disable them all’: SENCO and LSA conceptualisations of inclusion in physical education

Abstract

There is a propensity for academics and policy makers in Britain to use the terms integration and inclusion synonymously, possibly resulting in diverse interpretations of the inclusion principles laid out in the new National Curriculum. Much of the research available relating to conceptualisations of inclusion in physical education (PE) is from the perspective of teachers. Moreover, PE as a relatively unique learning environment is often neglected in much of the research that does analyse educational inclusion. In this paper, the key theoretical tools of cultural studies, in particular the concept of cultural hegemony, are used to analyse how special educational needs coordinators (SENCOs) and learning support assistants (LSAs) conceptualise inclusion in mainstream secondary school PE in Britain. Semi-structured, individual interviews explored SENCO (n=12) and LSA (n=12) educational ideologies and experiences of SEN and inclusion in PE. Open, axial and selective coding was undertaken to systematically analyse (textual) data. The research found that most conceptualisations reflected a social ideology because they focused on how educational arrangements can be made to ensure that pupils with SEN have comparable learning experiences to their age peers. Emphasis was placed on the power and influence of PE teachers, and the importance of identifying the specific needs and capabilities of pupils with SEN, as ways of ensuring that an inclusive culture can develop and is maintained in PE. The paper concludes by arguing that PE teachers and LSAs need access to PE-specific and up-to-date guidance and learning targets so that they can use the influence they have over the norms and values of PE to cultivate an inclusive culture in that subject.

Physical activity among children and young people with intellectual disabilities in special schools: Teacher and learning support assistant perceptions

“…For example, the school that Paula (LSA) worked in had installed outdoor trampolines that had been: “fitted into the ground for health and safety reasons.” Paula went on to explain that “the children will literally jump up and down on the trampolines, on their own, for about half an hour till lunch is over.” Similarly, Shaun (teacher) noted that the CYP with intellectual disabilities: “liked to play on the equipment and play on the climbing frames and get the bikes out at break and lunch.” Unlike the dance offered by Greg (teacher), these physical activity experiences were more unstructured, self‐initiated and self‐regulated. Here, it is noteworthy that Maher () suggests that individual physical activities, which are tailored to the needs and capabilities of children with disabilities, often facilitate more meaningful PE experiences. Mostly, this is because the child can regulate their own involvement, and is not dependent on the actions of others, which is often the case when team games are delivered (Maher, ).…”

“…Here, it is noteworthy that Maher () suggests that individual physical activities, which are tailored to the needs and capabilities of children with disabilities, often facilitate more meaningful PE experiences. Mostly, this is because the child can regulate their own involvement, and is not dependent on the actions of others, which is often the case when team games are delivered (Maher, ). It is also worth mentioning that CYP with intellectual disabilities engage in fewer sustained bouts of moderate‐to‐vigorous physical activity than their age peers, meaning that individual activities may better suit the short, sporadic nature of their physical activity involvement (Pan & Frey, ).…”

The impact of a special school placement on self-perceptions of confidence and competence among prospective PE teachers

“…At times, when defining competence, students’ knowledge and the impact that it has on children’s learning seemed tied:Knowledge of the subject, knowledge of the pupils (Jennifer FG3)They [a competent teacher] know the pupils, because they know the subjects, they know what environment to put the pupils in that’s best for learning (Alex FG3)I think they’ve got to have knowledge of the disability…(Kate FG5)So, while conceptualisations of confidence equated knowledge to pupil needs, discussions about competence also encapsulated knowledge of content and knowledge of the physical learning environment. Given that corporeal practices such as PE are often taught in contexts that are very different from a classroom, it is perhaps even more important that prospective teachers have a sound knowledge and understanding of the challenges posed by the learning environment (Maher, 2016b) if they are to provide more meaningful and engaging learning experiences for pupils with SEND.…”

Including pupils with special educational needs and/or disabilities in mainstream secondary physical education: A revisit study

“…Indeed, this way of thinking and doing is tied to individual ideologies of disabilities (Oliver, 2013), whereby pupils with SEND are expected to assimilate into the established arrangements of PE, which were constructed by educators for pupils without SEND. Often, PE like this does not cater for the needs and capabilities of pupils with SEND (Maher, 2018). When it came to an inclusive PE lesson, our teachers emphasised the importance of activity modification, adaptation and differentiation.…”