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Introduction

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. ...read more.

Middle

This then allows for teachers to be within the best position to successfully help them develop their weaker areas within physical education as well as strengthening their existing skills. According to Robertson (1999, p. 69), when planning inclusive physical education lessons, the following need to be taken into account; 1. Pupil's existing knowledge and skills; 2. Pupil's hearing and sight; 3. Their understanding of language; 4. Their emotional needs; 5. Any conditions they may have that are potentially associated with movement difficulties, either directly or indirectly. When these variables are taken into consideration, a simple model of assessment needs is developed, which in turn aids the teacher in assessing their class. During lessons, teachers should take into consideration the independent physical needs of all students in their classes; this may result in adaption of an activity in order to gain inclusion for all. As stated by Pickup and Price, there are different categories of activities that teachers can use in order to achieve this aim; 1. "Open activities; where all children participate in the same activity and differentiation is by outcome; 2. Modified activities; where specific adapted features that have been changed to cater for individual needs; 3. ...read more.

Conclusion

As suggested by Gray-Fow (2005, p.67); Davis states that; "Sport is a universal language that is understood, respected and practiced around the world."(Davis, R. 2002 P.93) Physical education works to bring those with and without special educational needs together to work and progress in unison. BIBILIOGRAPHY * Bailey, R. and Macfayden, T. (2000) Teaching Physical Education 5-11. London: Continuum. * DfES, 2011 * United Kingdom physical education community (cf. Sugden, 1991 * Robertson, C. (2000) the Theory and Practice of Inclusive Physical Education. The School Of Education, University of Birmingham, Birmingham. * Top Sports Ability: The Inclusion Spectrum incorporating STEP. Youth Sport Trust. ASK CLAIRE FOR REFERENCE * Gray-Fow, B. (2005) Discovering and Developing Talent in Schools; an Inclusive Approach. London: David Fulton Publishers. * Teaching Physical Education in the Primary School - a developmental approach Pickup, I. Price, L. Continuum international publishing group: London 2007. * Davis, R. (2002) Inclusion through Sports. Human Kitetics: Champaign. * British Wheelchair Basketball; (http://www.gbwba.org.uk/gbwba/index.cfm/wheelchair-basketball/coaching-programme/coaching-in-schools/inclusive-zone-basketball/) * Hayes, S., Stidder, G. (2003) Equality and Inclusion in Physical Education and Sport. * Mednick, M. (2002) Supporting Children with Multiple Difficulties. Birmingham: Questions Publishing. ?? ?? ?? ?? 1101347 ...read more.

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