Including pupils with special educational needs in secondary school physical education: a sociological analysis of teachers' views

Smith, Andrew; Green, Ken

doi:10.1080/0142569042000252080

Cited by 57 publications

(133 citation statements)

References 7 publications

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“…Some of the teachers in research conducted by Smith and Green (2004) suggested that the training or, more accurately, the lack of training they received during their ITT and as part of CPD was one of, if not the most constraining Brought to you by | MIT Libraries Authenticated Download Date | 5/9/18 2:12 PM influence on their teaching. Without the knowledge or experience of cultivating inclusive practices and provision, some PE teachers felt that they were simply unable to include pupils with SEN in their lessons (Morley et al, 2005;Smith and Green, 2004), particularly if it was competitive sport or team game based.…”

Section: Initial Teacher Training and Continual Professional Developmmentioning

confidence: 99%

“…To summarise, research suggests that the further we move away from individualised activities towards more complex, competitive sport and team game activities, there appears to be a correlative increase in the possibility of the exclusion of some pupils with SEN (Smith, 2004). Some PE teachers have suggested that they find it difficult to include some pupils with SEN, in team games or otherwise, because of their lack of inclusion training (Morley et al, 2005;Smith and Green, 2004). Hence, it is to an examination of ITT and CPD processes that this paper now turns.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Since its inception in 1992, one salient feature of the NCPE has been its prioritisation of competitive sport and team games (Maher, 2010;Penney and Evans, 1999). Several studies have suggested that one consequence of the ostensible emphasis placed on performance, achievement and skill development in competitive sport and team games has been that many pupils with SEN are being excluded, by degrees, from the same opportunities and experiences provided for their age-peers in curricular PE (Maher, 2010;Morley et al, 2005;Smith, 2004;Smith and Green, 2004;Sport England, 2001). Notwithstanding obvious concerns regarding the disparity between the opportunities available for pupils with and without SEN in mainstream PE, it is perhaps more important to note that young disabled people in special schools were more likely to participate in PE than those attending mainstream schools, both at 'least once' (93 per cent and 89 per cent, respectively) and on more than 10 occasions (69 per cent and 64 per cent, respectively) (Sport England, 2001).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Some pupils with SEN spend less time in PE lessons and often participate in a narrower PE curriculum when compared to their cohort (Atkinson and Black, 2006;Fitzgerald, 2005;Fitzgerald et al, 2003aFitzgerald et al, , 2003bGoodwin and Watkinson, 2000;Morley et al, 2005;Smith, 2004;Smith and Green, 2004;Sport England, 2001). In attempting to explain these unequal experiences, Smith (2004: 45) suggests that many of the PE teachers that he interviewed claimed to provide 'as much opportunity as possible' in order to meet their legal obligation to include pupils with SEN.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Despite claiming that ITT and programmes of CPD would provide teachers with practical and theoretical experience of SEN (DfES, 2004), much of the available research emphasises a perceived failure -expressed mainly by academics and PE teachers -of the British Government to equip PE teachers with the knowledge, skill, experience and confidence to fully include pupils with SEN in their lessons (Morley et al, 2005;Smith and Green, 2004;Vickerman, 2002Vickerman, , 2007. In a study conducted by Vickerman (2007) only 37 per cent of trainee teachers were given the opportunity to teach pupils with SEN during their ITT; direct experience of SEN would come, according to many training providers, in schools on an ad hoc basis.…”

Section: Initial Teacher Training and Continual Professional Developmmentioning

confidence: 99%

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Physical Education and Special Educational Needs in North-West England

Maher¹

2010

Sport Science Review

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T he paper examines the inclusion of pupils with special educational needs (SEN) in mainstream secondary schools from the perspective of physical education (PE) teachers. The findings of this case study, which used individual interviews and was undertaken in the NorthWest of England, suggest that team games are activities which teachers find particularly difficult to plan and deliver in an inclusive way. Specifically, many teachers suggested that there was limited opportunity for individual planning during team games and that they found it difficult to develop and implement rules and adapt games to make them more inclusive. Moreover, there was an expressed feeling among teachers that, first, their initial teacher training (ITT) had not prepared them adequately for their day-to-day endeavours to include pupils with SEN in PE; and, second, that the schools in which they work are not providing them with any inclusion training. Finally, there was a general feeling among PE teachers that they are not receiving enough support from special educational needs coordinators (SENCOs) and learning support assistants (LSAs) whose role is, lest we forget, to enable teachers to include pupils with SEN in the mainstream education system.

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Section: Initial Teacher Training and Continual Professional Developmmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Initial Teacher Training and Continual Professional Developmmentioning

confidence: 99%

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Physical Education and Special Educational Needs in North-West England

Maher¹

2010

Sport Science Review

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Including students with special educational needs in physical education: An analysis of the current Finnish national core curriculum

Mihajlovic

Meier

2022

The Curriculum Journal

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The present article draws attention to the latest curriculum reform in Finland, which came into effect in August 2016 and promoted a shift towards a competency‐based curriculum which highlights diversity as a positive resource. The main aim of this study was to gain insights into the understanding of ‘inclusion’ within the context of PE policy in Finland and particularly focuses on the inclusion of students with special educational needs (SEN). This research focuses on PE, because the subject is still shaped by underlying sentiments representing traditional values such as nationalism and given gender roles which seem to contrast with the conceptualization of inclusion. Therefore, the current Finnish NCC (of PE) has been qualitatively content analysed adopting a deductive‐inductive approach. The findings demonstrate that the official documents build upon a broad understanding of inclusion and diversity, which is not only restricted to students with disabilities. However, the PE curricula provide few practical implications for teaching in diverse classes which may stem from inconsistency across the analysed documents in considering diversity issues. We conclude that the Finnish curriculum leaves room for teachers' pedagogical autonomy, but further research is needed to explore how it frames their possibilities to work inclusively in practice.

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Vielfalt im Sportunterricht

Mihajlovic

2021

Ger J Exerc Sport Res

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ZusammenfassungDer Inklusionsdiskurs bestimmt derzeit nicht nur in Deutschland, sondern auch in vielen anderen Ländern die schulische und fachdidaktische Diskussion. Die internationalen Ansätze im Kontext des inklusiven Sportunterrichts wurden bisher allerdings nur ansatzweise im deutschsprachigen Raum erschlossen. Dieser Beitrag nimmt an dieser Forschungslücke anknüpfend das finnische Schulsystem in den Blick und analysiert, welche Rolle das Thema Diversität im aktuell gültigen Kerncurriculum für das Fach Sport spielt. Dabei liegt der Fokus auf den Diversitätsdimensionen „Gender“, „Interkulturalität“ und „sonderpädagogischer Förderbedarf“. Die Einnahme der finnischen Perspektive erscheint insofern lohnend, da Finnland bereits über einen reichhaltigen Erfahrungsschatz in der inklusiven Beschulung verfügt und die Analyse der curricularen Vorgaben den soziokulturellen Kontext sowie die spezifischen pädagogischen und fachdidaktischen Traditionen für den deutschsprachigen sportpädagogischen Diskurs erschließen können. Die Analyse zeigt auf, dass die Wertschätzung von Diversität auch für den Schulsport eingefordert wird, allerdings bleibt an vielen Stellen offen, wie der konkrete Umgang mit den untersuchten Diversitätsdimensionen auf der Unterrichtsebene erfolgen kann. Der Beitrag plädiert für die Notwendigkeit weiterer Forschungsvorhaben, die eine internationale Perspektive auf den Inklusionsdiskurs legen und länderspezifische Rahmenbedingungen vermehrt berücksichtigen.

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Including pupils with special educational needs in secondary school physical education: a sociological analysis of teachers' views

Cited by 57 publications

References 7 publications

Physical Education and Special Educational Needs in North-West England

Physical Education and Special Educational Needs in North-West England

Including students with special educational needs in physical education: An analysis of the current Finnish national core curriculum

Vielfalt im Sportunterricht

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