Teachers Perception of the Inclusion of Disabled Children in Mainstream Physical Education

Abstract

Disability and sport is becoming an increasing area of importance as participation levels have raised within the last ten years; due to events such as the Paralympics, which has helped promote disability sports. Physical Education (PE) is important for all children, as it involves problem solving and teamwork, which can benefit them later in life; other benefits of PE are to uphold a healthy lifestyle and maintain this through adulthood. Many disabled children lack in social interaction, so placing them in PE gives them the opportunity to interact with other children. This study aimed to look at teachers’ perception of teaching disabled children in mainstream PE. Five interviews took place to understand teachers’ perceptions of teaching disabled children in mainstream PE. From the information gathered from all interviews it would seem that teachers’ have adapted teaching with disabled children in PE lessons, through their experience of working with children. However, it was found that there were plenty of courses that the teachers could use, but majority of the teachers felt that learning on the job was most effective. From the interviews the teachers’ showed knowledge in the area of inclusion and were able to talk of their experiences of implementing disabled children into their lessons. Their experiences were varied, some had worked with blind children and others with children who were wheelchair bound, so there was plenty of variety of how they would include children within their lessons. Overall, it would seem that teachers’ who have a lot of teaching experience with disabled children gain knowledge and confidence in the inclusion sector, which are more competent with providing for disabled children in their lessons.