This book examines the role that research plays in pedagogical practices when teaching disabled children and young people in physical education classes. It scrutinises the practices that are commonly used by teachers and coaches, and advocated by academics, and explores the evidence base that supports them.
This book examines the role that research plays in pedagogical practices when teaching disabled children and young people in physical education classes. It scrutinises the practices that are commonly used by teachers and coaches, and advocated by academics, and explores the evidence base that supports them.
This book examines the role that research plays in pedagogical practices when teaching disabled children and young people in physical education classes. It scrutinises the practices that are commonly used by teachers and coaches, and advocated by academics, and explores the evidence base that supports them.
This book covers disability broadly, including a focus on autism, learning difficulties, and visual impairment. It offers guidance to practitioners by explaining what is (or is not) available to support commonly suggested pedagogical practices, paying particular attention to research highlighting the voices of disabled persons and feelings associated with inclusion (that is, belonging, acceptance, and value), and whether these practices can help disabled students enjoy these subjective experiences.
Bringing together the very latest research with an assessment of current – and future – pedagogical practices, this concise and insightful book is invaluable reading for all pre-service and in-service teachers or coaches with an interest in physical education, disability, or special educational needs, as well as any advanced student or researcher working in these areas.
1 Foundational Information for Teaching Disabled Students in Physical Education
2 Research-InformedPractice in Physical Education
3 Teaching Autistic Students in Physical Education
4 Teaching Deaf Students in Physical Education
5 Teaching Students Experiencing Cognitive and Learning Difficulties in Physical Education
6 Teaching Physically Disabled Students in Physical Education
7 Teaching Blind or Visually Impaired Students in Physical Education
8 Conclusion and Recommendations: Understanding the (Dis)Connections
Anthony J. Maher is Director of Research and Professor of Special Educational Needs, Disability and Inclusion in the Carnegie School of Education at Leeds Beckett University, UK. Anthonys research, consultancy, and teaching expertise relate to centring the experiences and amplifying the voices of pupils with special educational needs and disabilities (SEND). This is part of his commitment to trying to empower pupils with SEND, placing them at the centre of decisions that impact their lives and recognising that they have expert knowledge because of their lived, embodied experiences. Anthony is also committed to supporting key stakeholders in schools such as teachers, special educational needs coordinators, learning support assistants, educational psychologists, and senior leaders to provide valuable and meaningful experiences of education for pupils with SEND.
Justin A. Haegele is Associate Professor, and Director of the Center of Movement, Health, & Disability, in the Department of Human Movement Sciences at Old Dominion University, USA. Broadly defined, his research focuses within the interdisciplinary field of adapted physical activity, with a primary interest in examining how disabled persons in particular, blind, visually impaired and autistic individuals experience physical activity participation, including school-based physical education. He is a Research Fellow with the Research Council of SHAPE and serves as Editor-in-Chief of Adapted Physical Activity Quarterly and Quest.
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