This article explores, from the perspective of special educational needs coordinators (SENCos) and learning support assistants (LSAs) in north-west England, the perceived adequacy of Statements of special educational needs as they relate to physical education (PE). The findings, generated via online surveys, suggest that most SENCos and some LSAs believe that Statements are appropriate for all curricular subjects, with PE being no different. Thus, two groups who play an integral role in facilitating the inclusion of pupils with special educational needs in mainstream secondary schools in England do not differentiate between classroom based and more physically orientated subjects such as PE, which could have a negative impact on the experiences of pupils with special educational needs in PE because of the contextual and dynamic nature of special educational needs. Indeed, because most Statements do not provide PE-specific information or learning targets, teachers and LSAs are often unable to collaboratively plan and deliver inclusive lessons or monitor and evaluate the progress made by Statemented pupils in PE.
|Journal||British Journal of Special Education|
|Early online date||13 Sept 2013|
|Publication status||E-pub ahead of print - 13 Sept 2013|
- Learning support assistants
- Physical education
- Statements of special educational need
- Special educational needs coordinators.