Abstract
Research from an international perspective in relation to the preparation of pre service teachers in physical education and special educational needs indicates that initial teacher training providers are inconsistent in the amount of time spent addressing the issue and the nature of curricular content (Vickerman, 2007). In Ireland, research of Meegan and MacPhail (2005) and Crawford (2011) indicates that physical education teachers do not feel adequately prepared to accommodate students with Special Educational Needs (SEN) in physical education classes. This study examined initial teacher training provision in Ireland in the training of pre service physical education teachers in SEN. The methodology used was qualitative and included questionnaires and interviews (n=4). Findings indicated that time allocation (semester long modules), working with children with disabilities in mainstream settings (school or leisure centre based), lack of collaboration with other PETE providers (n=4) and a need for continued professional development were themes in need of address. Using a combined approach where the recently designed European Inclusive Physical Education Training (Kudlacěk, Jesina, & Flanagan, 2010) model is infused through the undergraduate degree programme is proposed. Further, the accommodation of hands on experience for undergraduates in mainstream settings and the establishment of inter institutional communities of practice, with a national disability research initiative, is essential to ensure quality adapted physical activity training can be accommodated throughout Ireland.
Highlights
The traditional pattern of education in Ireland like many nations around the world involved mainstream education and special education running parallel to one another. This dualist division of education, inter alia contributed to the isolation of students with special educational needs (SEN) from their peers without SEN
Philosophies regarding the education of children with special educational needs have changed significantly over the past two decades
Research studies worldwide are revealing that students with special educational needs are increasingly been educated alongside their peers who do not have SEN (Shevlin & O’Moore, 2000; Block & Obrusnikova, 2007; Klavina, Block, Larins, et al, 2007; Xafopoulos, Kudláček, Evaggelinou et al, 2009; Vickerman & Coates, 2009)
Summary
The traditional pattern of education in Ireland like many nations around the world involved mainstream education and special education running parallel to one another. If teachers are deprived of opportunities to develop skills for working with students with disabilities, these students may be denied equal access to education (Vickerman & Coates, 2009, Hardin, 2005). Given these identified and established difficulties for physical education teachers and for students with SEN, it was deemed necessary to examine provision, practice and experience of Initial Teacher Training Physical Education Provision (ITTPE) in Ireland, in relation to accommodating children with special educational needs, as this has not been documented previously
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
