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dc.contributor.authorTristram, Adams
dc.date.accessioned2013-02-11T14:02:14Z
dc.date.available2013-02-11T14:02:14Z
dc.date.issued2011-03-16
dc.identifier.urihttp://hdl.handle.net/10369/3884
dc.description.abstractPhysical activity is said to have an impact on the development of psychological and physiological skills in children. Therefore physical education is even more important for children with statements of Special Educational Needs who may not be able to develop these skills as easily in comparison to other children their age. AIM: The aim of this study is to investigate teacher’s views on the issues that affect their ability to provide physical education to children with special educational needs, who are educated within a special needs class or school. Method: A qualitative method of research was undertaken; interviews and focus groups took place with teachers involved in providing physical education for children with Special Educational Needs. An inductive approach to data analysis was undertaken with key themes being identified and analysed. The main finding of this study where split into five categories, these being concepts on inclusion, theory’s driving the pedagogy, effect of legislation, barriers to participation and training. Results: The results showed that depending on the school setting the legislation and barriers shifted. However teachers’ views remained the same for the inclusion and training categories. The major finding of this study was the lack of support teachers felt they had when trying to provide PE lesson for students with Special Educational Needs. Conclusion: Whilst teachers demonstrated good practice and understanding of the issues around the delivery of Physical education to children with special educational needs. Further efforts need to be made to ensure that the relevant support for teachers and children with special educational needs is made available to ensure these children’s education is not hindered. It is important for further research to be done into each school setting on a separately, in addition the provision of 5x60 officers within school and the contribution they can make to children with Special Educational Needs would be an important area to address.en_GB
dc.formatThesisen
dc.languageEnglishen
dc.publisherUniversity of Wales Institute Cardiffen_GB
dc.titleIDENTIFICATION AND CRITICAL ANALYSIS OF TEACHERS VIEWS ON THE DELEVERY OF PHYSICAL EDUCATION TO CHILDREN WTH SPECIAL EDUCATIONAL NEEDS: A FOCUS ON KEY STAGE THREE AND FOUR.en_GB
dc.typeThesis


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