METHODS PE TEACHERS USE TO INCLUDE PUPILS WITH SPECIAL EDUCATIONAL NEEDS AND THEIR PERCEPTIONS OF THEIR INCLUSION
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Date
2015Type
Thesis
Publisher
Cardiff Metropolitan University
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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.
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