The Perceptions of PE Teachers and LSEs on the Inclusion of Children with Intellectual Disabilities During PE Lessons

Abstract

The purpose of this study was to explore perceptions among Physical Education(PE) teachers and learning support educators (LSEs) on the inclusion of children withintellectual disabilities (ID). It focused, more specifically, on the perceptions of PE teachersand LSEs on the effectiveness and extent of inclusion during PE lessons. The relationshipand communication between PE teachers and LSEs were also explored. In addition, a deeperunderstanding of the benefits and barriers of inclusion with respect to both students withID, and mainstream students, was sought. Eight semi-structured interviews, four with PEteachers and four with LSEs, were conducted in six state schools and two church schools.The interviews were audio-recorded and transcribed verbatim. For this qualitative study,thematic analysis was utilised to analyse the results using Braun and Clarkes (2006) sixstage method. The following themes were identified: School and the Education Systemin Malta; The PE Lesson; Benefits of Inclusion; and Challenges of Inclusion. Thefindings highlight some of the benefits and barriers perceived by PE teachers when itcomes to including children with ID during PE lessons. The main benefits were cognitive,physical, as well as social. On the other hand, barriers and challenges discovered includedthe type and severity of ID, the personality of the student with ID, and behavioural issues.The participants discussed their points of view and expressed their replies through severalpersonal experiences that we seek to elucidate throughout this paper.