This article uses a purposive sample of 43 Secondary school (pupils aged 11-18) teachers to explore perceptions of including children with Special Educational Needs and/or disabilities in mainstream secondary Physical Education. Findings suggest that teachers’ conceptions of inclusion are based primarily around the level of participation children with Special Educational Needs and/or disabilities could achieve and that this could be affected by the activity area, level of support and training opportunities avail able to them. The article concludes with a discussion of the implications of this research for teachers’ professional development and school organization and specific implications for the future practice of PE teachers and Teacher trainers are suggested.
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