The study examined the process of training physical education (PE) teachers for the inclusion of children with special educational needs (SEN). This i nvolved a five-stage\ud research process examining the views and opinions of government, statutory, and professional PE associations (the official line); PE Initial Teacher Training (ITT)\ud providers (professional opinion and practice) and trainee and recently qualified PE teachers (the consumers).\ud \ud The inclusion of children with SEN in PE has risen up both the political and statutory agenda to such an extent that there is widespread evidence of policies being embedded across diverse sectors of society. Consequently, the study set out to examine how the current training of PE teachers for inclusive settings is implemented. As part of this examination it was expected to find evidence of an increased emphasis on the inclusion of children with SEN in PE across official line, professional opinion & practice, and consumer levels.\ud \ud The study found that whilst the inclusion of children with SEN in PE had increased in prominence (through official line policy), there was no systematic approach to implementing this policy (via professional opinion and practice and consumers) in practice. The study concludes by identifying key themes, and issues related to ensuring inclusive PE for children with SEN operates, within a coherent, systematic and joined up framework that ensures inclusive policies impact in practice.\u
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