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

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Author
Lunn, Daniella
Date
2015Type
Thesis
Publisher
Cardiff Metropolitan University
Metadata
Show full item recordAbstract
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.
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