Trainee and recently qualified physical education teachers' perspectives on including children with special educational needs

Physical Education and Special Educational Needs in North-West EnglandThe paper examines the inclusion of pupils with special educational needs (SEN) in mainstream secondary schools from the perspective of physical education (PE) teachers. The findings of this case study, which used individual interviews and was undertaken in the North-West of England, suggest that team games are activities which teachers find particularly difficult to plan and deliver in an inclusive way. Specifically, many teachers suggested that there was limited opportunity for individual planning during team games and that they found it difficult to develop and implement rules and adapt games to make them more inclusive. Moreover, there was an expressed feeling among teachers that, first, their initial teacher training (ITT) had not prepared them adequately for their day-to-day endeavours to include pupils with SEN in PE; and, second, that the schools in which they work are not providing them with any inclusion training. Finally, there was a general feeling among PE teachers that they are not receiving enough support from special educational needs coordinators (SENCOs) and learning support assistants (LSAs) whose role is, lest we forget, to enable teachers to include pupils with SEN in the mainstream education system.

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Teachers’ Perspectives on the Use of Pedometers as Instructional Technology in Physical Education: A Cautionary Tale

Journal of Teaching in Physical Education ◽

10.1123/jtpe.27.1.83 ◽

2008 ◽

Vol 27 (1) ◽

pp. 83-99 ◽

Cited By ~ 11

Author(s):

Nate McCaughtry ◽

Kimberly L. Oliver ◽

Suzanna Rocco Dillon ◽

Jeffrey J. Martin

Keyword(s):

Professional Development ◽

Physical Education ◽

Teacher Educators ◽

Developmental Theory ◽

Physical Education Teachers ◽

Cautionary Tale ◽

Implementation Challenges ◽

Elementary Physical Education ◽

Teachers Perspectives

We used cognitive developmental theory to examine teachers’ perspectives on the use of pedometers in physical education. Twenty-six elementary physical education teachers participating in long-term professional development were observed and interviewed twice over 6 months as they learned to incorporate pedometers into their teaching. Data were analyzed via constant comparison. The teachers reported four significant shifts in their thinking and values regarding pedometers. First, at the beginning, the teachers predicted they would encounter few implementation challenges that they would not be able to overcome, but, after prolonged use, they voiced several limitations to implementing pedometers in physical education. Second, they anticipated that pedometers would motivate primarily higher skilled students, but found that lesser skilled students connected with them more. Third, they moved from thinking they could use pedometers to teach almost any content to explaining four areas of content that pedometers are best suited to assist in teaching. Last, they shifted from seeing pedometers as potential accountability tools for student learning and their teaching to identifying key limitations to using pedometers for assessment. Our discussion centers on connecting these findings to teacher learning and professional development, and on the implications for teacher educators and professional development specialists advocating pedometers in physical education.

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La formación del profesor de Educación Física en las Necesidades Educativas Especiales, hacia la reflexión y la acción, desde acuerdos internacionales y Leyes en Chile (The training of the Physical Education teacher in Special Educational Needs, towards

Retos ◽

10.47197/retos.v44i0.91283 ◽

2021 ◽

Vol 44 ◽

pp. 709-715

Author(s):

Antonio Castillo-Paredes

Keyword(s):

Physical Education ◽

Educational Needs ◽

Special Education Students ◽

Physical Education Teacher ◽

Special Educational Needs ◽

Education Students ◽

Education Teacher ◽

Motor Activities ◽

Minimum Requirements ◽

The Right

El Informe Warnock y la Declaración de Salamanca, establecieron criterios estandarizados sobre conceptos y requerimientos mínimos para una enseñanza homogénea de los centros educativos para las personas con Necesidades Educativas Especiales (NEE). Las NEE dentro de la normativa en Chile, se clasifican en Necesidades Educativas Especiales Permanentes y Transitorias. Las cuales, mediante Decretos, Leyes y acuerdos internacionales, los niños, niñas y adolescentes tienen el derecho de una educación de calidad, tendiendo en consideración las características particulares que pueden presentar los estudiantes, este acompañamiento puede ser transitorio y/o permanente. De esta manera, se busca que, a través de la Educación Especial, el alumnado obtenga herramientas necesarias para su utilización en contextos sociales y laborales. Sin embargo, desde la Educación Física en contextos escolares, se evidencia poca preparación o conocimiento de las características de las NEE que presente un estudiante por parte del profesor de Educación Física, si bien, en distintas universidades se encuentra la asignatura que dote a los estudiantes de pedagogía de herramientas y competencias para el trabajo con escolares con NEE, se evidencia que existe una falta de componentes teóricos y prácticos para trabajar con NEE. Finalmente, se invita a la reflexión para la utilización de actividades físico – deportivas o motrices adaptadas, las cuales podrían permitir ser una herramienta complementaria e inclusiva en la clase de Educación Física escolar. Abstract. The Warnock Report and the Salamanca Declaration established standardized criteria on concepts and minimum requirements for a homogeneous teaching of educational centers for people with Special Educational Needs (SEN). SEN within the regulations in Chile are classified as Permanent and Transitory Special Educational Needs. Which, through Decrees, Laws and international agreements, children and adolescents have the right to a quality education, taking into consideration the characteristics that students may present, this accompaniment may be transitory and / or permanent. In this way, it is sought that, through Special Education, students obtain the necessary tools for their use in social and work contexts. However, from Physical Education in school contexts, little preparation, or knowledge of the characteristics of SEN presented by a student is evidenced by the Physical Education teacher, although, in different universities there is the subject that provides students pedagogy of tools and competencies for working with schoolchildren with SEN, it is evident that there is a lack of theoretical and practical components to work with SEN. Finally, reflection is invited for the use of adapted physical - sports or motor activities, which could allow them to be a complementary and inclusive tool in the school Physical Education class.

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WAYS TO ACCOMMODATE STUDENTS WITH SPECIAL EDUCATIONAL REQUIREMENTS AND BEHAVIORAL DEVIATIONS IN THE PHYSICAL EDUCATION LESSON

Series IX: Sciences of Human Kinetics ◽

10.31926/but.shk.2021.14.63.1.20 ◽

2021 ◽

Vol 14(63) (1) ◽

pp. 155-162

Author(s):

I.L. CONSTANTIN ◽

Keyword(s):

Physical Education ◽

Primary School ◽

Professional Training ◽

Educational Needs ◽

Behavioural Problems ◽

Physical Education Teacher ◽

Special Educational Needs ◽

Education Teacher ◽

Physical Education Lesson ◽

Educational Requirements

It is especially important for the physical education teacher to have a good professional training because, in the current legislative context, he must be able to manage the behavioural problems of students during classes and at the same time be able to carry out effectively, efficiently and qualitatively lessons. The ability to observe and monitor the behaviour of students with special educational needs will allow the physical education teacher to record their progress by applying means of action, especially in the form of movement games, adapted to achieve integration and socialization during classes and to temper and shape their behaviour for a good hour. Aim of the research: The aim of this study was to analyze the aspects of integration and inclusion in the literature, highlighting the importance of categories of means for various conditions encountered in the physical education lesson, to accommodate students with special educational needs in primary school.

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