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

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Author
Rees Evans, Sara
Date
2015Type
Thesis
Publisher
Cardiff Metropolitan University
Metadata
Show full item recordAbstract
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.
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