Examining current provision, practice and experience of initial teacher training providers in Ireland preparing pre service teachers for the inclusion of students with special education needs in physical education classes.

Show simple item record

dc.contributor.author Crawford, Susan
dc.contributor.author O'Reilly, R.
dc.contributor.author Flanagan, N.
dc.date.accessioned 2016-07-18T14:12:59Z
dc.date.available 2016-07-18T14:12:59Z
dc.date.issued 2012-08
dc.identifier.citation Crawford, S., O'Reilly, R. and Flanagan, N. (2012) 'Examining current provision, practice and experience of initial teacher training providers in Ireland preparing pre service teachers for the inclusion of students with special education needs in physical education classes.' European Journal of Adapted Physical Activity, 5(2), pp. 23-44. en
dc.identifier.volume 5 en
dc.identifier.issued 2 en
dc.identifier.startpage 23 en
dc.identifier.endpage 44 en
dc.identifier.issn 1803-3857
dc.identifier.uri http://hdl.handle.net/10468/2894
dc.description.abstract Research from an international perspective in relation to the preparation of pre service teachers in physical education and special educational needs indicates that initial teacher training providers are inconsistent in the amount of time spent addressing the issue and the nature of curricular content (Vickerman, 2007). In Ireland, research of Meegan and MacPhail (2005) and Crawford (2011) indicates that physical education teachers do not feel adequately prepared to accommodate students with Special Educational Needs (SEN) in physical education classes. This study examined initial teacher training provision in Ireland in the training of pre service physical education teachers in SEN. The methodology used was qualitative and included questionnaires and interviews (n=4). Findings indicated that time allocation (semester long modules), working with children with disabilities in mainstream settings (school or leisure centre based), lack of collaboration with other PETE providers (n=4) and a need for continued professional development were themes in need of address. Using a combined approach where the recently designed European Inclusive Physical Education Training (Kudlácěk, Jesina, & Flanagan, 2010) model is infused through the undergraduate degree programme is proposed. Further, the accommodation of hands on experience for undergraduates in mainstream settings and the establishment of inter institutional communities of practice, with a national disability research initiative, is essential to ensure quality adapted physical activity training can be accommodated throughout Ireland. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher European Federation of Adapted Physical Activities (EUFAPA) en
dc.relation.uri http://eujapa.upol.cz/index.php/EUJAPA/issue/view/14
dc.rights © European Federation of Adapted Physical Activity, 2012 en
dc.subject Initial teacher training en
dc.subject Physical education en
dc.subject Special educational needs en
dc.subject Inclusion en
dc.subject Ireland en
dc.title Examining current provision, practice and experience of initial teacher training providers in Ireland preparing pre service teachers for the inclusion of students with special education needs in physical education classes. en
dc.type Article (non peer-reviewed) en
dc.internal.authorcontactother Susan Crawford, Education, University College Cork, Cork, Ireland. +353-21-490-3000 Email: s.crawford@ucc.ie en
dc.internal.availability Full text available en
dc.date.updated 2014-10-22T16:45:53Z
dc.description.version Published Version en
dc.internal.rssid 192882633
dc.description.status Not peer reviewed en
dc.identifier.journaltitle European Journal of Adapted Physical Activity en
dc.internal.copyrightchecked Yes. !!CORA!! Yes en
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress s.crawford@ucc.ie en


Files in this item

This item appears in the following Collection(s)

Show simple item record

This website uses cookies. By using this website, you consent to the use of cookies in accordance with the UCC Privacy and Cookies Statement. For more information about cookies and how you can disable them, visit our Privacy and Cookies statement