In terms of best practice, the debate concerning SEN and disability sports coaching continues to be a contested area that many believe warrants further investigation (Townsend, Smith, and Cushion, 2015). Alongside this, higher education institutions (HEIs) in the UK continue to develop courses for sports coaches that emphasise reflection as a key component of student learning (Crisp, 2018). Through the use of a qualitative design and method, this study examines the use of a prolonged community engagement programme for UK college pupils with SEN and disabilities as a mechanism within which 25 student‐coaches could facilitate learning and reflection. Of most note, the student‐coaches' perspectives and reflections on how coaching within the SEN and disability context could 'accelerate' their learning is presented. [ABSTRACT FROM AUTHOR]

中文翻译：

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包容性和 SEN 指导：加速学习和“工作场所”沉浸如何帮助培养核心运动指导技能

在最佳实践方面，关于 SEN 和残疾运动教练的辩论仍然是一个有争议的领域，许多人认为值得进一步调查（Townsend、Smith 和 Cushion，2015 年）。除此之外，英国的高等教育机构 (HEI) 继续为体育教练开发课程，强调反思是学生学习的关键组成部分 (Crisp, 2018)。通过使用定性设计和方法，本研究调查了针对有特殊教育需要和残疾的英国大学生使用长期社区参与计划作为 25 名学生教练可以促进学习和反思的机制。最值得注意的是，学生教练对 SEN 和残疾背景下的教练如何“加速”他们的学习提出了观点和反思。[作者摘要]