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dc.contributor.authorWhitbread, Donna
dc.date.accessioned2013-02-11T14:13:00Z
dc.date.available2013-02-11T14:13:00Z
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/10369/3892
dc.description.abstractThe purpose of this study was to examine the inclusion of pupils with Additional Learning Needs (ALN) in secondary school Physical Education (PE) lessons. This was considered from the perspective of pupils, teachers and Learning Support Assistants (LSA). How effective teachers and LSAs were in including their pupil in PE was observed. Three teachers, two LSAs and twelve pupils, aged between 12-14 years took part in the study. The study was split into two phases; and observation phase followed by semi-structured interviews. The findings of the study showed that the school takes inclusion seriously. Teachers and LSAs implement inclusion well in their lessons and strive to make every pupil feel they are a legitimate part of the class and that individual learning needs are met. Despite this it was acknowledged by the teachers, LSAs and observer that the inclusion in lessons could be improved. To do this, teachers and LSAs could plan together; Assessment for Learning (AfL) could be used to help pupils know how to improve their performance. Finally, the teachers felt their Initial Teacher Education and Training (ITET) should have better prepared them for teaching pupils with SEN.en_GB
dc.languageEnglishen
dc.publisherUniversity of Wales Institute Cardiffen_GB
dc.titleTHE INCLUSION OF PUPILS WITH ADDITIONAL LEARNING NEEDS IN SECONDARY SCHOOL PHYSICAL EDUCATION: A CASE STUDY OF A SECONDARY SCHOOL IN SHROPSHIREen_GB
dc.typeDissertation


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