Abstract

This study calls for the meaningful inclusion of disabled children within Physical Education (PE), by exploring the experiences of a triad of key stakeholders: (a) Disabled children and their families; (b) PE teachers; and (c) Initial Teacher Training (ITT) Providers. Semi-structured interviews were conducted between September 2017 and September 2019 with a total of 34 participants from across these three groups. Thematic analysis of the interviews revealed the following: (i) disabled children still face many barriers to participation in PE lessons in ‘mainstream’ schools in England; (ii) teaching professionals remain unprepared for including disabled children in PE; and, (iii) both parents and teaching professionals (teachers and ITT providers) cited recommendations to enhance the inclusion of disabled children in PE. It is concluded that disabled children are still outsiders to PE in mainstream schools in England and an intervention into PE teacher training is needed to promote strategies for inclusion.

• Points of interest

• Disabled children across the world have traditionally experienced exclusion from Physical Education lessons in mainstream schools.

• Disabled children still face many barriers to participation in Physical Education lessons in mainstream schools in England.

• Teaching professionals remain unprepared for including disabled children in Physical Education settings.

• Both parents and teaching professionals cited recommendations to enhance the inclusion of disabled children in Physical Education.

• The authors suggest that changes to the structure and content of the initial teacher training for Physical Education teachers is needed to promote strategies for the meaningful inclusion of disabled children.

摘要

本研究呼吁通过探索三个主要利益相关者的经验，将残疾儿童有意义地纳入体育教育 (PE)： (a) 残疾儿童及其家庭；(b) 体育教师；(c) 初始教师培训 (ITT) 提供者。半结构化访谈于 2017 年 9 月至 2019 年 9 月期间进行，共有来自这三个组的 34 名参与者。对访谈的主题分析表明：(i) 残疾儿童在英格兰“主流”学校参加体育课时仍然面临许多障碍；(ii) 教学专业人员仍未准备好将残疾儿童纳入体育项目；(iii) 父母和教学专业人士（教师和 ITT 提供者）都引用了加强残疾儿童参与体育运动的建议。

• 兴趣点

• 传统上，世界各地的残疾儿童都被排除在主流学校的体育课之外。

• 残疾儿童在参加英格兰主流学校的体育课方面仍然面临许多障碍。

• 教学专业人员仍然没有准备好将残疾儿童纳入体育教育环境。

• 家长和教学专业人士都引用了加强残疾儿童参与体育教育的建议。

• 作者建议，需要改变体育教师初始教师培训的结构和内容，以促进有意义地融入残疾儿童的战略。