Providing “Good Day” Physical Education Experiences for Children with SEN in Mainstream Irish Primary Schools
Keywords:Inclusion, SEN, Special Educational Needs, Preservice Teachers, Physical Education, Inclusive Education
This article reports on findings from a qualitative study with preservice teachers following their autumn school placement. Participants were invited to reflect on and discuss their views and experiences relating to the inclusion of children with special educational needs (SEN) in their physical education lessons while on school placement. The findings report on preservice teachers’ reflections on inclusion within physical education, the supports for involvement of children with SEN in physical education lessons and finally the extent of these children’s participation in physical education lessons. The study recommend that teachers and preservice teachers be supported in providing meaningful “good day” experiences for children with SEN. This support should include specific mentoring of preservice teachers related to physical education as they work with children with SEN on school placements.
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