METHODS PE TEACHERS USE TO INCLUDE PUPILS WITH SPECIAL EDUCATIONAL NEEDS AND THEIR PERCEPTIONS OF THEIR INCLUSION

Abstract

The aims of this study were firstly, to explore the teaching methods utilised by secondary school physical education (PE) teachers, when teaching pupils with special educational needs (SEN). Secondly, to investigate the level of professional education these teachers had received relating to the inclusion of pupils with SEN in their general physical education (GPE) lessons. This was chosen as an area of study due to the increasing number of pupils with diverse educational needs being educated with GPE (Block., 2007) and the need stated by Coates (2009) for empirical research to be conducted concerning the level of professional education PE teachers have received. The research was conducted through the implementation of qualitative methodologies, with thematic analysis applied to analyse the observations and interviews of two secondary school PE teachers. This project highlights a lack of understanding concerning the adaptations possible to GPE lessons to ensure GPE lessons are inclusive. This study also illustrates a perceived deficiency in the professional education received by the teachers through both initial teacher training (ITT) and continual professional development (CPD). This was revealed as a significant barrier to the facilitation of inclusive GPE as perceived by practitioners in this study.