Training physical education teachers to include children with special educational needs: Perspectives from physical education initial teacher training providers
Restricted accessResearch articleFirst published online October, 2007
Training physical education teachers to include children with special educational needs: Perspectives from physical education initial teacher training providers
The term inclusion has been subject to extensive debate in terms of its definition, interpretation and delivery in relation to children with special educational needs (SEN) in physical education (PE). This study explores the views and experiences of teacher trainers in their role of preparing secondary PE trainees for the inclusion of children with SEN. The data are analysed on the basis of questionnaire responses from 24 English teacher-training providers and five face-to-face interviews with academic staff responsible for SEN. The study found that while inclusive PE is supported wholeheartedly, there is inconsistency in the amount of time spent addressing this issue and the nature of curricular content. Consequently, teacher trainers need to review their approaches in preparing PE teachers for their work in schools and an eight-step framework is proposed to identify how the philosophy and practice of inclusion might be considered.
Ainscow, M., Farrell, D., Tweedle, D. and Malkin, G. (1999) Effective Practice in Inclusion and in Special and Mainstream Schools Working Together. London: HMSO.
2.
Ammah, J., Hodge, S. (2005) `Secondary Physical Education Teachers Beliefs and Practices in Teaching Students with Severe Disabilities: A Descriptive Analysis', The High School Journal.
3.
Armstrong, D. (2005) `Reinventing Inclusion: New Labour and the Cultural Politics of Special Education', Oxford Review of Education31(1): 135—51.
4.
Avramadis, E. and Norwich, B. (2002) `Teachers' Attitudes Towards Integration/Inclusion: A Review of the Literature', European Journal of Special Needs Education17(2): 129—47.
5.
Bailey, R. (2005) `Evaluating the Relationship between Physical Education , Sport and Social Inclusion', Educational Review57(1): 71—90.
6.
Ballard, K. (1997) `Researching Disability and Inclusive Education: Participation, Construction and Interpretation', International Journal of Inclusive Education1(3): 243—56.
7.
Barton, L. (1997) `Inclusive Education: Romantic Subversive or Realistic' , International Journal of Inclusive Education1(3): 231—42.
8.
Barton, L. and Thomlinson, S. (1981) Special Education: Policy, Practices and Social Issues. London: Harper Row.
9.
Berg, B. (2001) Qualitative Research Methods for Social Sciences . Boston: Allyn and Bacon.
10.
Booth, T., Swann, W. and Potts, P. (1997) Learning for All: Curricula for Diversity in Education . Milton Keynes: Open University Press.
11.
Brent, H. (2005) `Physical Education Teachers' Reflections on Preparation for Inclusion', Physical Educator62(1): 44—56.
12.
Corbett, J. and Slee, R. (2000) `An International Conversation on Inclusive Education ', in F. Armstrong, D. Armstrong and L. Barton (eds) Inclusive Education: Policy Contexts and Comparative Perspectives. London: David Fulton.
13.
Department for Education and Employment (1998 ) Excellence for All Children: Meeting Special Educational Needs . London: HMSO.
14.
Department for Education and Skills and Qualification Curriculum Authority (1999) The National Curriculum for England: Physical Education Key Stages 1—4. London : HMSO.
15.
Department for Education and Employment (2000 ) Special Educational Needs and Disability Rights Act. London: HMSO.
16.
Department for Education and Skills (2001) Special Educational Needs Code of Practice. London: HMSO.
17.
Department for Education and Skills (2004) Statistics of Education: Special Educational Needs in England January 2004 . London: HMSO.
18.
DePauw, K. and Doll-Tepper, G. (2000) `Toward Progressive Inclusion and Acceptance: Myth or Reality? The Inclusion Debate and Bandwagon Discourse', Adapted Physical Activity Quarterly17: 135—43.
19.
Dyson, A. (1999) Examining Issues of Inclusion, Department of Education, University of Newcastle (Unpublished Paper).
20.
Dyson, A. (2001) `Special Needs in the Twenty-First Century: Where we've Been and Where we're Going', British Journal of Special Education28(1): 24—9.
21.
Farrell, M. (1998) The Special Education Handbook. London: David Fulton.
22.
Farrell, P. (2000) `The Impact of Research on Developments in Inclusive Education', International Journal of Inclusive Education (April): 153—64.
23.
Farrell, P. (2001) `Special Education in the Last Twenty Years: Have Things Really Got Better?', British Journal of Special Education28(1): 3—9.
24.
Haug, P. (1998) `Norwegian Special Education: Development and Status' , in P. Haug and J. Tossebro (eds) Theoretical Perspectives on Special Education . Kristiansard: Norwegian Academic Press.
25.
Hodge, S., Ammah, O., Casebolt, K., Lamaster, K. and O'Sullivan, M. (2004) `High School General Physical Education Teachers Behaviours Associated with inclusion', Sport, Education and Society9(3): 395—419.
26.
Ito, C. ( 1999) `Inclusion Confusion', www.wm.edu/ttac/articles/inclusion/inclusion.htm
27.
Lambe, J. and Bones, R. (2006) `Student Teachers Attitudes to Inclusion: Implications for Initial Teacher Education in Northern Ireland', International Journal of Inclusive Education10(6): 511—27.
28.
Marshall, C. and Rossman, G. (2006) Designing Qualitative Research. London: SAGE.
29.
Morley, D., Bailey, R., Tan, J. and Cooke, B. (2005) `Inclusive Physical Education Teachers' Views of Including Pupils with Special Educational Needs and/or Disabilities in Physical Education', European Physical Education Review11: 84—107.
30.
Office for Standards in Education (OFSTED) ( 2002) Handbook for the Inspection of Initial Teacher Training . London: HMSO.
Reiser, R. and Mason, M. (1990) Disability Equality in the Classroom: A Human Rights Issue. London: Inner London Education Authority.
33.
Robson, C. (1999) Real World Research. London : Blackwell.
34.
Rose, R. (1998) `The Curriculum: A Vehicle for Inclusion or a Lever for Exclusion', in C. Tilstone, L. Florian and R. Rose (1998) Promoting Inclusive Practice. London: Routledge.
35.
Slee, R. (2001) `Inclusion in Practice: Does Practice make Perfect ?', Educational Review53(2): 113—23.
36.
Smith, A. (2004) `The Inclusion of Pupils with Special Educational Needs in Secondary School Physical Education', Physical Education and Sport Pedagogy9(1): 37—54.
37.
Smith, A. and Green, K. (2004) `Including Pupils with Special Educational Needs in Secondary School Physical Education: A Sociological Analysis of Teachers Views', British Journal of Sociology of Education25(5): 594—607.
38.
Sugden, D. and Talbot, M. (1998) Physical Education for Children with Special Needs in Mainstream Education. Leeds: Carnegie National Sports Development Centre.
39.
Teacher Training Agency (TTA) (1999) National Special Educational Needs Specialist Standards. London: Teacher Training Agency.
40.
Teacher Training Agency (TTA) (2002) National Standards for Qualified Teacher Status. London : Teacher Training Agency.
41.
Vickerman, P. (1997) `Knowing your Pupils and Planning for Different Needs', in S. Capel (ed.) Learning to Teach Physical Education in the Secondary School. London: Routledge.
42.
Vickerman, P. (2001) `Inclusion Confusion? Official Line Perspectives on Including Children with Special Educational Needs within Mainstream Physical Education Settings', poster presentation at the 13th International Symposium of the International Federation of Adapted Physical Activity, Vienna.
43.
Vickerman, P. (2007) Teaching Physical Education to Children with Special Educational Needs. London: Routledge .
44.
Wright, H. and Sugden, D. (1999) Physical Education for All: Developing Physical Education in the Curriculum for Pupils with special Educational Needs. London: David Fulton.
