Physical Education Classroom Management and Social Inclusion

Abstract

The aims of this study is to find out how the management of physical education learning classes in inclusive schools affects the social inclusion of students including students with special needs. And the results are expected to provide solutions to the problem of social inclusion in inclusive schools. Because researchers have not found many references to the real characteristics of social inclusion patterns in physical education learning then what findings / innovations targeted in this study are social inclusion patterns of students and students with special educational needs and/or disabilities (SEND) formed as a result of classroom management in physical education learning. Respondents are PE teachers. Use the case study method with a qualitative approach to answer research questions. Two semistructured interviews were conducted with the teacher and two observations were carried out in the same class. An interpretation approach based on hermeneutical is used for the analysis of the results obtained. Data for physical education learning activities for 3 weeks were collected using video recordings, direct observations, and interviews. The data reveal that classroom management has not yet promoted social inclusion, because teacher knowledge in inclusive education is less clear and is based more on subjective impressions and assessments. The term social inclusion seems to be an unfamiliar concept, although in practice the teacher is in accordance with the ideas of social inclusion. In addition, teachers in their application to help interaction between students use the same approach for all students and do not specifically organize activities to influence the participation and interaction of SEND students. Further, the data shows the relationship between teacher knowledge and practice. Teacher enthusiasm and creativity are also components that greatly affect the observed application. Overall, the observed data reflect the data spoken