The Importance (?) of Inclusion Knowledge and Strategies within Welsh Independent School Physical Education.

Abstract

This study highlights the performativity culture in the delivery of Physical Education (PE) within Independent Schools, and the manner in which this influences how inclusively teachers from Independent School practice. Previous literature had looked specifically into state schools use of inclusive practice where it is essential that they implement inclusive practice as incorporated within the National Curriculum. This poses the question of whether Independent Schools, who do not have to follow the National Curriculum but use it as a guide, practice inclusively. The study also investigates teachers’ knowledge and perception of inclusion and how they feel they facilitate inclusive practice within their provision of PE. Qualitative data was collected by using interviews and questionnaires. That data was then thematically analysed to identify key themes; performativity culture in shaping inclusion of independent schools, teacher’s cultural interpretation of inclusion and teacher’s philosophy and practice of inclusion within independent schools. Within the conclusion unforeseen circumstances were discussed, for example the time taken to recruit participants, and the participants willingness and organisation of time to be observed. From the findings, ideas for future research were highlighted; interviewing the pupils to find out how they perceive the culture of independent schools; more in depth interviews with teachers to establish stronger rapport and potentially provide a deeper insight into their knowledge and practice of inclusion. This could also be developed by spending longer in the setting or by using a neutral setting. As a result of this dissertation, the effect of qualitative research on the identity of the researcher was discussed.