Teaching Physical Education to Children with Special by Vickermand

By Vickermand

Delivering functional ideas to incorporate little ones with SEN totally into actual schooling, this special identify: applies the newest study to the perform of inclusion of kids with SEN in PE deals an overview of the statutory obligations positioned upon lecturers and colleges to incorporate little ones with SEN covers a various variety of matters which academics must deal with on the way to supply prime quality studying reviews for kids with SEN contains a sequence of reflective initiatives, extra analyzing and contacts inside every one bankruptcy. specific academic wishes in actual schooling bargains a chance to discover extensive the complexities of together with young children with SEN in PE.  this can be an in depth source that calls for no connection with replacement texts and is vital interpreting for every person taken with together with teenagers with SEN in PE.

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Extra resources for Teaching Physical Education to Children with Special Educational Needs

Sample text

1998). In attempting to draw perspectives together, Dyson (2001) argues that in order to understand what inclusion stands for in principle and practice, the detail of many authors’ views is weak on underpinning theoretical frameworks, organisational structures and processes that lead to either inclusion or exclusion. Consequently, in order to arrive at a thorough appreciation of inclusion for children with SEN there is a need to examine the combined strengths of ‘theoretical’ and ‘applied’ views on inclusive practice.

Once you have done this, use the table below to look at the common theme of inclusive practice and reflect upon what you understand by each aspect and its relationship to teaching children with SEN in PE. Characteristics of inclusive schools Your understanding of the aspect Relationship to teaching children with SEN in PE Effective leadership: all people in positions of responsibility drive forward the belief of inclusive practice Clear vision: all stakeholders work together to promote inclusive practice Dismantling of structures and barriers: agencies and individuals are prepared to review, modify and change policies and practices Response to diversity: difference is valued as an essential component of the make up of schools Senior management responsibility: people in positions of responsibility ensure visions of inclusive practice become a reality Reliance on in-class support: in contrast to separate or segregated provision Emphasis on the professional development of staff: future of inclusive provision rests with the skills, expertise and determination of staff In support of a clearer picture emerging on the nature of inclusive practice, Reynolds et al.

However, whilst some children will progress rapidly once they enter school, others (especially those with SEN) will continue to pose challenges for teachers. Therefore any PE or movement-based programme should incorporate a diverse range of skills rather than seek depth, in order to provide the basis for more specific skills that will appear later. It is also during this period of development that natural progression of locomotor skills takes place. For example, in relation to jumping the first jump is often a step down from one foot to the other, followed by a two-foot take-off from the ground.

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