Statements of special educational needs and mainstream secondary physical education in north-west England

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Abstract

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.
Original languageEnglish
Pages (from-to)130-136
JournalBritish Journal of Special Education
Volume40
Issue number3
Early online date13 Sep 2013
DOIs
Publication statusE-pub ahead of print - 13 Sep 2013

Keywords

  • Learning support assistants
  • Physical education
  • Statements of special educational need
  • Special educational needs coordinators.

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