ABSTRACT

The voices of young people with special educational needs and disabilities (SEND) have historically been omitted from research concerning their sporting experiences and provisions [Coates, J., & Vickerman, P. (2013). A review of methodological strategies for consulting children with special educational needs in physical education. European Journal of Special Needs Education, 28(3), 333–347. https://doi.org/10.1080/08856257.2013.797705; Wickman, K. (2015). Experiences and Perceptions of Young Adults with Physical Disabilities on Sports. Social Inclusion, 3(3), 39–50. https://doi.org/10.17645/si.v3i3.158]. Consequently, this paper, informed by innovative participatory methods for exploring the experiences of young people with SEND who engaged in UK School Games, offers insight on inclusive school sport from the perspectives of young people with SEND. Participants included young people aged 11–18 with a range of SEND (n = 18) who attended three different types of school (mainstream college, mainstream secondary with designated SEND provision and a secondary special school). The research design encompassed young people with SEND vlogging their experiences across two inclusive School Games county finals, video editing workshops replacing traditional follow-up methods before culminating in a series of young people-led showcases. Data were analysed using a reflexive thematic analysis, whereby the vlog audio was detached and transcribed verbatim before the analysis was performed consisting of a hybrid use of Nvivo10 and traditional coding techniques. Findings and discussion document the experiences of young people with SEND at the inclusive School Games competitions across three themes; Opportunities for inclusive school sport, Challenging perceptions and Meaningful School Games. The implications of these findings will be valuable to teachers and other stakeholders seeking to provide inclusive school sport and the methodology is of interest to researchers wishing to engage young people in participatory research.

摘要

历史上，有特殊教育需要和残疾的年轻人 (SEND) 的声音在有关他们的运动经历和规定的研究中被忽略了 [Coates, J., & Vickerman, P. (2013)。对在体育教育中有特殊教育需要的儿童进行咨询的方法策略的回顾。欧洲特殊需要教育杂志，28 (3), 333–347。https://doi.org/10.1080/08856257.2013.797705；维克曼，K.（2015 年）。身体残疾青年对运动的体验和认知。社会包容, 3（3），39-50。https://doi.org/10.17645/si.v3i3.158]。因此，本文通过创新的参与式方法探索参与英国学校运动会的 SEND 年轻人的经历，从 SEND 年轻人的角度提供对包容性学校体育的见解。参与者包括 11-18 岁的年轻人，他们的 SEND 范围为（n 具有挑战性的观念和有意义的学校游戏。这些发现的意义对于寻求提供包容性学校体育的教师和其他利益相关者来说是有价值的，并且该方法对希望让年轻人参与参与性研究的研究人员感兴趣。