‘Disable them all’: SENCO and LSA conceptualisations of inclusion in physical education

There is a propensity for academics and policy makers in Britain to use the terms integration and inclusion synonymously, possibly resulting in diverse interpretations of the inclusion principles laid out in the new National Curriculum. Much of the research available relating to conceptualisations of inclusion in physical education (PE) is from the perspective of teachers. Moreover, PE as a relatively unique learning environment is often neglected in much of the research that does analyse educational inclusion. In this paper, the key theoretical tools of cultural studies, in particular the concept of cultural hegemony, are used to analyse how special educational needs coordinators (SENCOs) and learning support assistants (LSAs) conceptualise inclusion in mainstream secondary school PE in Britain. Semi-structured, individual interviews explored SENCO (n=12) and LSA (n=12) educational ideologies and experiences of SEN and inclusion in PE. Open, axial and selective coding was undertaken to systematically analyse (textual) data. The research found that most conceptualisations reflected a social ideology because they focused on how educational arrangements can be made to ensure that pupils with SEN have comparable learning experiences to their age peers. Emphasis was placed on the power and influence of PE teachers, and the importance of identifying the specific needs and capabilities of pupils with SEN, as ways of ensuring that an inclusive culture can develop and is maintained in PE. The paper concludes by arguing that PE teachers and LSAs need access to PE-specific and up-to-date guidance and learning targets so that they can use the influence they have over the norms and values of PE to cultivate an inclusive culture in that subject

Factors influencing the culture of special school physical education : A Gramscian critique

© The Author(s) 2020. Physical education (PE) research has largely been preoccupied with mainstream (regular) schools. This article reports on part of a larger research project that centralises special school PE. In particular, Gramsci’s conceptualisations of hegemony, power and ideology are utilised to help shed light on the key factors that shape the culture of special school PE. A number of key themes were constructed from twelve interviews with special school senior leaders and PE teachers including, ‘economic climate: budgetary constraints’, ‘access to appropriate facilities and learning spaces’ and ‘pressures from Office for Standards in Education, Children’s Services and Skills (Ofsted) and senior management team’. These findings demonstrate how particular historical and contemporary factors contribute to the positioning of PE in special schools. The status and value of PE in these settings is sometimes considered less favourably than other areas of the curriculum or indeed mainstream PE. In spite of this, staff tasked with delivering special school PE had the desire and creativity to offer engaging experiences. In concluding we note that issues concerning economic constraints, limited space to deliver PE and pressures associated with Ofsted can be found in many mainstream schools too. However, honing in on the particular circumstances within special schools broadens insight about PE in contemporary schools

Collective friend group reactions to organizational change: A field theory approach

This paper integrates field theory with a social network perspective to show that perceptions of the quality of the organization's change communication become collectively shared in friend groups, and that these collective perceptions positively influence collective job performance in those friend groups. Findings from two studies show that these collective perceptions influence collective performance both directly and by interacting with change history in friend groups. The results extend theory by highlighting the importance of friendships as a mechanism for change recipient reactions becoming collectively shared. The findings further suggest that collective histories and communication perceptions play a vital role in collective job performance during change. Practical implications and directions for future research are also discussed

Toward a Conceptual Understanding of Inclusion as Intersubjective Experiences

Inclusion has become a global buzzword relating to education policy and practice. Mostly, it is tied to discussions about access and opportunities in education spaces as well as school policies and the curriculum decisions and pedagogical actions of teachers. As part of this critique, we propose defining inclusion as intersubjective experiences associated with feelings of belonging, acceptance, and value that are dynamic, ephemeral, spatial, and in flux. Here, we advocate for centering the experiences and amplifying the voices of disabled children and young people in and about education spaces, while acknowledging the wider social forces that structure those spaces, as only disabled young people can explain how they feel in the educational spaces where they find themselves

Initial teacher education and continuing professional development : the perspectives of special school physical education teachers

© 2019 Australian Council for Health, Physical Education and Recreation. Physical education (PE) research focusing on initial teacher education (ITE) and continuing professional development (CPD) have been preoccupied with practitioners in mainstream (regular) schools. This article used situated learning theory to explore special school PE teachers’ perspectives of their ITE and CPD in England. A number of key themes were constructed from six interviews with special school teachers, including, ‘Special educational needs and disabilities are marginalised during initial teacher education’, ‘Special school-based placement may help to prepare trainee teacher’, ‘The professional development opportunities available to special school PE teachers are limited’ and ‘PE-specific CPD should be tailored to the needs of staff and pupils in schools’. Regardless of route into the profession, all teachers recalled a lack of focus on Special Educational Needs and Disabilities (SEND) and inclusion in the context of PE during their ITE. This trend was also evident through subsequent CPD offered, although there were accounts of informal opportunities. In concluding we argue that further consideration must be given to the nature of inclusive PE training offered within ITE. There is also a need to reconsider how CPD can best support career-long professional development that nurtures inclusive PE practitioners

Male autistic youth experiences of belonging in integrated physical education

Abstract The study examined the subjective experiences of autistic youth regarding the role of peer interactions and relationships in feelings of belonging in integrated physical education classes. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. Eight autistic youth (all male, aged 13–18 years) who had received most of their physical education in integrated classes acted as participants. Semi-structured interviews were used to generate qualitative data, which were analyzed using a reflexive thematic approach. Findings are presented in three themes: (a) bullying can lead to self-harm and self-isolation, (b) peer interactions and relationships in the locker room, and (c) peer relationships are based on shared interests and take time to develop. Even though autistic students were educated in the same spaces as their non-autistic peers, feelings of belonging were largely unavailable to them. Lay abstract Recent years have seen calls to amplify the voices of autistic people in research about their subjective experiences. Despite this, we know little about how autistic youth experience integrated physical education, particularly in the United States. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. In this study, we sought to explore the perspectives of autistic youth toward their experiences in integrated physical education, and the roles of social interactions and relationships with peers in those experiences. Findings noted that several factors influenced the ways and extent to which our participants interacted with their peers during physical education. Unfortunately, most of our participants recalled experiencing bullying, and that physical education offered an environment where bullying was most frequent and comparatively unique compared to other contexts throughout the school day. The locker room, a space linked to physical education, was of particular concern because of a lack of teacher presence. Despite the negative views of and experiences in physical education, there was evidence of participants actively pursuing to connect with peers in this context. However, most instances where participants recalled pursuing friendship were not welcomed from others, which stunted their sense of belonging in this space. Given the role that belonging plays in what it means “to be included,” our research supports emerging ideas that even though autistic students were educated in the same physical spaces as their non-autistic peers, feelings of inclusion were largely absent

Beyond spatial materiality, towards inter- and intra-subjectivity: conceptualizing exclusion in education as internalized ableism and psycho-emotional disablement

Of the little written about educational exclusion, much of it considers exclusion as disabled students experiencing less access, opportunities and participation in education when compared to their nondisabled same-aged peers. Our article aims to move beyond these narrow, parochial, and reductive postulates by centering the inter- and intra-subjectivities of disabled students to conceptualize exclusion as experiences with internalized ableism and psycho-emotional disablement that may (or may not) be experienced in any or all material and social spaces in education. We cast light on ableism and psycho-emotional disablement in education so that we and others can challenge, disrupt, and transform it given that it can impact negatively on the wellbeing of disabled students. We end by encouraging researchers to explore how ableism permeates the ideologies, discourses, logics, and traditions of education systems, and for policy makers, school leaders, and teachers to experience anti-disablism training and to adopt an anti-ableist perspective

The authenticity of disability simulations through empathetic imaginings: the perspectives of visually impaired people

In this article, we amplify the voices of visually impaired people to explore the authenticity of simulating visual impairment (VI) as a means of developing empathy among sighted student teachers. Participants were nine visually impaired adults who read vignettes narrating simulation experiences of student teachers in a university setting before being interviewed. Interviews were conducted via telephone, and were recorded, transcribed, and analysed thematically. The discussed themes are: (1) Involving visually impaired people in simulations increases authenticity; (2) Visual impairment is too diverse and complex to be authentically replicated; (3) The suddenness and duration of the simulations are inauthentic; and (4) Removal of blindfolds compromises the authenticity of the experience. Most of our participants were sceptical that VI could ever be authentically simulated because it was too diverse and complex for sighted people to embody. However, given its potential for facilitating the pedagogical learning of student teachers, we propose the involvement of disabled people in the construction and, if possible, delivery of disability simulations and a change of focus relating to the aim, purpose and claims made about disability simulations. Specifically, we encourage a move away from endeavouring to simulate VI in order to live and embody it, towards teacher educators working with visually impaired people and using equipment such as blindfold and VI glasses to facilitate pedagogical learning that may be of value when teaching visually impaired and sighted pupils. In short, we should not claim to “simulate VI” but rather use specialist equipment for pedagogical purposes

‘It’s better than going into it blind’: reflections by people with visual impairments regarding the use of simulation for pedagogical purposes

Disability simulations have been advocated as a tool to facilitate pedagogical learning among prospective physical education (PE) teachers. However, much of the research currently available neglect the views of people with disabilities about the development and use of such simulations. To address this omission, this study used vignettes and telephone interviews to elicit the views of nine people with visual impairments (VI) regarding the value (or not) of simulating this impairment with prospective PE teachers. Data were analysed thematically and the following themes were constructed in the process: (1) Involving people with VI in simulations; (2) Diversity and complexity of VI; (3) Adapting learning activities; (4) Grouping pupils in relation to ‘ability’; and (5) Seeking the senses and touch as a pedagogical tool. Our findings suggest that simulating VI can (a) facilitate learning about how to plan and teach activities that are tailored to the needs and capabilities of pupils with VI thereby responding creatively to the challenges of inclusion in PE lessons, (b) broaden prospective teachers’ beliefs about ability beyond the physical to include the social, affective and cognitive domains, (c) act as a potential avenue for prospective PE teachers to develop more complex and nuanced views about VI and their own sightedness, and (d) contribute towards disrupting ocular centric, ableist notions of pedagogy in PE as a way of enhancing the meaningful experiences of pupils with VI in lessons. In closing, we reflect on the need for research into the ethics of constructing and delivering VI simulations without involvement from people living with this impairment