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European Physical Education Review
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Inclusive Physical Education: teachers’ views of including pupils with Special Educational Needs and/or disabilities in Physical Education

David Morley

Carnegie Faculty of Sport and Education, Leeds Metropolitan University, UK, d.morley{at}leedsmet.ac.uk

Richard Bailey

Centre for Physical Education Research, Canterbury Christ Church University College, UK

Jon Tan

Carnegie Faculty of Sport and Education, Leeds Metropolitan University, UK

Belinda Cooke

Carnegie Faculty of Sport and Education, Leeds Metropolitan University, UK

This article uses a purposive sample of 43 Secondary school (pupils aged 11-18) teachers to explore perceptions of including children with Special Educational Needs and/or disabilities in mainstream secondary Physical Education. Findings suggest that teachers’ conceptions of inclusion are based primarily around the level of participation children with Special Educational Needs and/or disabilities could achieve and that this could be affected by the activity area, level of support and training opportunities avail able to them. The article concludes with a discussion of the implications of this research for teachers’ professional development and school organization and specific implications for the future practice of PE teachers and Teacher trainers are suggested.

Key Words: Physical Education • Special Educational Needs • disabilities

European Physical Education Review, Vol. 11, No. 1, 84-107 (2005)
DOI: 10.1177/1356336X05049826
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