European Inclusive Physical Education Training

Abstract

SummaryThe purpose of this presentation is to introduce the outcomes of the project European Inclusive Physical Education Training (EIPET; LLP/LdV/TOI/2007/IRL-502). The project aims to tackle difficulties that arise associated with the inclusion of children with disabilities into general education; and associated current deficiencies in initial and continued physical education teacher training to deal with same. The purpose of this article is to describe job specific functions, which general PE teachers can face in inclusive physical education, and related professional competencies, which teachers should acquire in their pre-service or in-service training. The functional map was developed based on the model of service delivery titled PAPTECA to reflect systematic step in teaching children with disabilities in inclusive PE. We will discuss the implication of functional map and competence framework for teacher preparation programs in light of presented barriers and facilitators of inclusive physical education. We will provide practical examples of modules and courses build on the EIPET theoretical framework. We will discuss the possibilities and limitations related to the theoretical principles, practical training and practicum experiences working with persons with disabilities as part of EIPET module (introductory APA courses).Teachers -Competencies -Adapted physical education -Adapted physical activity Background

Czech self-efficacy scale for physical education majors towards children with disabilities

“…Including students with disabilities into general physical education (GPE) is currently common practice in most European countries (Klavina, 2008;Kudláček, Ješina, & Flannagan, 2010;Morley, Bailey, Tan, & Cooke, 2005). While the inclusion process has been mandated by international legislation, many barriers have been encountered such as inadequate teacher training and professional development, lack of competence (Rybová & Kudláček, 2013), limited support (Rybová & Kudláček, 2013), large class sizes, and time and administrative demands (Kodish, Hodges Kulinna, Martin, Pangrazi, & Darst, 2006), as well as L. Baloun et al Attitudes of mainstream teachers towards the inclusion of children with special needs in ordinary schools were surveyed by Avramidis and Norwich (2002) who described studies of teachers' attitudes towards inclusion from the review of literature.…”

Reduction of errors during practice facilitates fundamental movement skill learning in children with intellectual disabilities

“…Adapted physical education (APE) lessons customise skills training approaches for school‐aged children with disabilities (Sherrill 2004), but studies have indicated that pedagogical challenges are continually faced by APE teachers (Kudlacek et al . 2010).…”

“…Adapted physical education (APE) lessons customise skills training approaches for school-aged children with disabilities (Sherrill 2004), but studies have indicated that pedagogical challenges are continually faced by APE teachers (Kudlacek et al 2010). For example, the use of explicit instructions to augment movement skill development needs to be carefully considered when training children with ID ( Jobling 1994) because of impaired cognitive resources.…”

Factors influencing self-efficacy of students of physical education toward working in integrated physical education

“…Integrace žáků se zdravotním postižením do vyučova-cích jednotek školní TV je aktuálním tématem českého školství a model pro řešení této problematiky dostává v evropských zemích postupným tempem svoji rám-covou podobu (Kudláček, Ješina, Bláha, & Janečka, 2010;Kudláček, Ješina, & Flannagan, 2010;Klavina & Kudláček, 2011).…”