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Including visually impaired students in physical education lessons: a case study of teacher and pupil experiences

University of Birmingham, UK, f.a.herold{at}bham.ac.uk

Jack Dandolo

University of Birmingham, UK

Following recent education policy and curriculum changes in England, the notion of inclusion of children with special educational needs in physical education has increasingly become a topic of research interest and concern. It was the aim of this study to explore personal experiences and perspectives of inclusion in physical education. To this end this study used a series of interviews and observations with a visually impaired (blind) pupil, a physical education teacher and a learning support assistant at a school for children with moderate learning difficulties. The findings highlighted four significant areas of impact: the role of teacher training and development; the role of learning support assistants; resources; and the limitations of the National Curriculum in Physical Education as a framework for inclusion. Recommendations on how to address these issues in order to improve the standards of inclusion for visually impaired pupils in physical education are made.

Key Words: Every Child Matters • inclusion • national curriculum • physical education • teacher training • visual impairment

British Journal of Visual Impairment, Vol. 27, No. 1, 75-84 (2009)
DOI: 10.1177/0264619608097744


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