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This study examined the process of training physical education teachers for the inclusion of children with special educational needs. This involved a five-stage research process examining the views and opinions of government, statutory, and professional PE associations; PE Initial Teacher Training providers (professional opinion and practice) and trainee and recently qualified PE teachers (the consumers).The inclusion of children with SEN in PE has risen up the political and statutory agenda to such an extent that there is widespread evidence of policies being embedded across diverse sectors of society. Consequently, the study set out to examine how the current training of PE teachers for inclusive settings is implemented. As part of this examination it was expected to find evidence of an increased emphasis on the inclusion of children with SEN in PE across official line, professional opinion & practice and consumer levels. The study found that whilst the inclusion of children with SEN in PE had increased in prominence (through official line policy), there was no systematic approach to implementing this policy (via professional opinion and practice and consumers) in practice.
About the author
Philip Vickerman is Professor of Inclusive Education and Learning within the Faculty of Education, Community and Leisure at liverpool John Moores University. Philip is also a National Teaching Fellow awarded by the Higher Education Academy. He has published wideley in the area of Physical Education and Special Educational Needs
