An examination of current adapted physical activity provision in primary and special schools in Ireland

Abstract

The Disability in Sport Taskforce report examining adapted physical activity (APA) in the Irish context (Department of Education and Science, 1999) found that teachers involved in primary mainstream and specialist settings expressed a grave lack of self-confidence, due to lack of training, in the delivery of APA programmes to children with special educational needs (SEN). A further study by Meegan and MacPhail (2006) indicated the need to promote positive attitudes among Irish physical educators toward teaching students with SEN as well as improving initial teacher training and postgraduate training for SEN in physical education (PE). The aim of this study was to examine the current status of APA in primary and special school settings in Ireland, by postal questionnaire. The overall response rate was 42% (n = 171). Key findings indicated that respondents (100%) wished to participate in further specific training in APA leading to a formal qualification. Respondents expressed dissatisfaction with initial teacher training (60%), minimal ongoing in-service provision (70%) and limited teaching resources (68%) for the provision of quality APA to children with SEN.

Une étude de l’offre actuelle d’activité adaptée dans les écoles primaire et d’enseignement spécialisé en Irlande.

Le rapport du groupe de travail sur le handicap dans le sport qui a examiné l’activité physique adaptée en Irlande (1999), a montré que les enseignants intervenant dans le primaire et dans l’enseignement spécialisé manifestaient un manque de confiance en soi important, du à un manque de formation, dans l’implémentation de programmes d’activité physique adaptée à destination des élèves à besoins spécifiques (EBS). Une précédente étude de Meegan et MacPhail (2005) indiquait le besoin de promouvoir des attitudes positives chez des éducateurs physiques irlandais intervenant auprès des EBS, ainsi que d’améliorer la formation initiale et continue des enseignants d’éducation physique intervenant auprès des EBS. Le but de cette étude était d’analyser le statut actuel de l’activité physique adaptée dans le primaire et dans les écoles d’enseignement spécialisé en Irlande par le biais de questionnaires.Le taux de réponse global a été de 42% (n = 171). Dans ce qu’ils ont d’essentiel les résultats ont montré que les répondants (100%) souhaiteraient participer à une formation qualifiante spécifique au domaine des APA. Les répondants ont exprimé de l’insatisfaction vis-à-vis de leur formation initiale (60%), de l’offre de formation continue (70%), et des ressources d’enseignement limitées (68%) pour pouvoir offrir un enseignement en APA de qualité aux EBS.

Un examen de la actual Disposición de la Actividad Física Adaptada en las escuelas primarias y Escuelas Especiales en Irlanda

El Informe del Grupo de Trabajo sobre la Discapacidad en el Deporte que examina la actividad física adaptada en el contexto irlandés (1999) encontró que los profesores que participan en las clases de integración de los alumnos y en clases con sólo niños con deficiencias expresan una grave falta de confianza en sí mismos, debido a la falta de formación, en el desarrollo de programas de actividad física adaptada a niños con necesidades educativas especiales (NEE). Un estudio de Meegan y MacPhail (2005) indicó la necesidad de pro-mover actitudes positivas entre los educadores físicos irlandeses hacia la enseñanza de alumnos con necesidades educativas especiales, así como mejorar la formación inicial del profesorado y la formación de postgrado para necesidades educativas especiales en Educación Física. El objetivo de este estudio fue examinar el estado actual de la Actividad Física Adaptada (APA) en las escuelas primarias y especiales en Irlanda, mediante un cuestionario postal. La tasa de respuesta general fue del 42% (n = 171). Las principales conclusiones indican que los encuestados (100%) desean participar en cursos de perfeccionamiento específicos en APA que conducen a una cualificación formal. Los encuestados expresaron su insatisfacción con la formación inicial del profesorado (60%), con los cursos de formación permanente (70%) y con los limitados recursos de enseñanza (68%) para la prestación de la calidad de la APA a los niños con NEE.

Eine Untersuchung zur Bereitstellung von ‘‘Adapted Physical Acitivity’’in Grund- und Sonderschulen in Irland

Der Taskforce-Report Behinderung und Sport‘‘, der Adapted Physical Activity‘‘ im irischen Kontext untersuchte (1999), erbrachte das Ergebnis, dass Lehrer in integrativen Grundschulklassen und in Sonderschulklassen aufgrund mangelnden Trainings ein großes Defizit ihres Selbstvertrauens ausdrückten in Hinblick auf die Förderung von Kindern mit sonderpädagogischem Förderbedarf durch Programme in Adapted Physical Activity‘‘.Eine weitere Studie von Meegan und MacPhail (2005) erbrachte einen Bedarf zur Förderung von positiven Haltungen bei irischen Sportlehrern bezüglich der Unterrichtung von Schülern mit sonderpädagogischem Förderbedarf ebenso wie eine Verbesserung der Grundausbildung und der Fort- und Weiterbildung in diesem Bereich. Mit dieser Studie sollte mit einem verschickten Fragebogen der gegenwärtige Status von Adapted Physical Activity (APA)‘‘ in Grund- und Sonderschulen in Irland ermittelt werden. Die Gesamtrate an beantworteten Fragebögen betrug 42 % (n = 171). Die Schlüsselergebnisse zeigten, dass alle Befragten (100%) sich eine Teilnahme an weiterem spezifischem Training in APA wünschten, um eine formale Qualifikation zu erlangen. Die Befragten brachten ihre Unzufriedenheit mit der Grundausbildung von Lehrern zum Ausdruck (60%), die geringen weiterführenden Fort- und Weiterbildungen (70%) und die begrenzten Resourcen im Lehren (68%) zur Bereitstellung von APA in entsprechender Qualität für Kinder mit sonderpädagogischem Förderbedarf.

Keywords

adapted physical activity physical education special educational needs teacher training

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