With reference to the National Curriculum discuss how we can meet the needs of pupils with special educational needs.

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With reference to the National Curriculum discuss how we can meet the needs of pupils with special educational needs. “High quality developmental physical education is, by definition, designed to meet the needs of every child.” (Pickup & Price, 2007)

Physical Education in primary schools covers a broad spectrum of sports and games, all of which are included within the national curriculum in order to improve children’s existing skills in particular areas, as well as developing new ones as they progress throughout primary school. The national curriculum suggests the idea that lessons should do the following to ensure all students are included within the lesson;

“Setting suitable learning challenges, responding to pupils’ diverse learning needs and overcoming potential barriers to learning and assessment for individuals and groups of pupils.” (DfES, 2011)

Teachers within primary schools should strive to achieve all round inclusion within their lessons. In order to do so, there are certain measures of which may need to be undertaken. As seen within the report written by the United Kingdom physical education community (cf. Sugden, 1991.), there are four key principles which teachers should follow in order to include all children within the class. The four principles are;

  1. “Entitlement – All pupils have the right to participate within worthwhile activities.
  2. Access – to be achieved via the provision of challenging learning experiences which are modifiable when needed to be.
  3. Integration – Even when following a modified curriculum, all pupils should be doing it alongside their peers.
  4. Integrity – PE lessons should be demanding, motivational and spark the interest and excitement of the pupils.”

Including all four of these principles within the planning of physical education lessons in primary school allows teachers to gain useful guidance for teaching to differentiated classes. Furthermore it allows all children, whether suffering with SEN, physical impairments or not to be practically involved and engaged during PE lessons. Bailey & Macfadyan (2000, p.63) state; PARAPHRASE

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“In order to fully allow the inclusion of all pupils, there should be sufficient flexibility set into the planned lesson to ensure that all pupils can learn together, as well as offering opportunity’s to progress, so that everyone comes away from the lesson with a real sense of achievement.”

One vital principle when considering inclusion within physical education is that teachers need to be able to be adjustable and flexible within their lessons. This is in order to accommodate for children with certain impairments; such as language barriers or physical or mental special needs. This does not mean that the ...

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