Parental involvement in recreational activities of children with intellectual disabilities: A case study of the Thabo Vuyo school for learners with special educational needs (LSEN)

The purpose of this study is to identify how primary school teachers understand the importance of inclusive education and the benefits of the collaboration between the class teachers and the support teachers. In order to identify the social representations of primary school teachers regarding the cooperation with the support teachers, we have used a questionnaire-based inquiry. We have organised the data into a case study at the level of primary school education. The responses to the open questions offered by the investigated teachers allowed a dramaturgical approach to the roles and the responsibilities of the actors in special education. Our results enhance the benefits of integration of students with special educational needs in the conditions of a distributed responsibility between parents, class teachers and support teachers. Therefore, the qualitative analysis of the written responses of primary school teachers reveals the need of continuous training in aspects related to special educational needs. Keywords: Special educational needs, support teachers, primary school education.

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Physical Education and Special Educational Needs in North-West England

Sport Science Review ◽

10.2478/v10237-011-0041-8 ◽

2010 ◽

Vol 19 (5-6) ◽

pp. 263-283 ◽

Cited By ~ 5

Author(s):

Anthony Maher

Keyword(s):

Physical Education ◽

Educational Needs ◽

Special Educational Needs ◽

North West ◽

Individual Interviews ◽

Team Games ◽

The North ◽

General Feeling ◽

Limited Opportunity

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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Preparing all initial teacher training students to teach children with special educational needs: a case study from England

European Journal of Special Needs Education ◽

10.1080/0885625920070101 ◽

1992 ◽

Vol 7 (1) ◽

pp. 1-10 ◽

Cited By ~ 18

Author(s):

Peter Mittler

Keyword(s):

Teacher Training ◽

Educational Needs ◽

Special Educational Needs ◽

Initial Teacher Training ◽

Teacher Training Students

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Parental Involvement in Supporting Their Children with Special Educational Needs at School and Home in Bhutan

Australasian Journal of Special and Inclusive Education ◽

10.1017/jsi.2019.3 ◽

2019 ◽

Vol 43 (01) ◽

pp. 54-68 ◽

Cited By ~ 2

Author(s):

Karma Jigyel ◽

Judith A. Miller ◽

Sofia Mavropoulou ◽

Jeanette Berman

Keyword(s):

Parental Involvement ◽

Support Groups ◽

Educational Needs ◽

Special Educational Needs ◽

Learning And Development ◽

Full Inclusion ◽

Individual Interviews ◽

Urban Mothers ◽

Partial Inclusion ◽

Set Up

AbstractThis paper reports the findings from a study investigating Bhutanese parents’ involvement in supporting their children with special educational needs (SEN) in schooling. The interaction between the parents themselves in supporting each other was also explored. Individual interviews were conducted with 26 parents (13 fathers and 13 mothers) of children with either full inclusion or partial inclusion in 3 schools located in 3 regions (urban, semi-urban, and rural) and analysed using manual thematic coding and Leximancer text mining software. Of Epstein’s (1987) 6 types of parental involvement activities in education, these parents reported their actions to be parenting, volunteering in schools, supporting learning and development at home, and collaborating with the community. The minimal interaction among the parents was mostly between the stay-in-school urban mothers who had consistent but impromptu and informal interactions. The implications of this study inform the need for schools to respond to policy and to actively engage parents, and for education programs and support groups to be set up to strengthen parental involvement in the education of children with SEN in Bhutan.

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