'It's a challenge': Post primary physical education teachers' experiences of and perspectives on inclusive practice with students with disabilities

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dc.contributor.author McGrath, Ona
dc.contributor.author Crawford, Susan
dc.contributor.author O'Sullivan, Dan
dc.date.accessioned 2019-11-23T06:41:29Z
dc.date.available 2019-11-23T06:41:29Z
dc.date.issued 2019
dc.identifier.citation McGrath, O., Crawford, S. and O'Sullivan, D., 2019. 'It's a challenge': Post Primary Physical Education Teachers' experiences of and perspectives on inclusive practice with students with disabilities. European Journal of Adapted Physical Activity, 12(1). (14pp). DOI:10.5507/euj.2018.011 en
dc.identifier.volume 12 en
dc.identifier.issued 1 en
dc.identifier.startpage 1 en
dc.identifier.endpage 14 en
dc.identifier.issn 1803-3857
dc.identifier.uri http://hdl.handle.net/10468/9195
dc.identifier.doi 10.5507/euj.2018.011 en
dc.description.abstract Internationally, several studies have indicated insufficient emphasis on the theory and practice of inclusion in relation to disability, in both initial teacher education and continuing professional development programmes for Physical Education (PE) teachers.  This has resulted in some negative attitudes and perceived lack of competency among teachers in relation to inclusive practices in PE. There is a lack of in-depth studies in this regard from an Irish perspective. This current study sought to explore seven PE teachers' experiences and perspectives in relation to the inclusion of students with disabilities in four post primary schools using a multiple case study design. Qualitative data was generated from in-depth semi structured interviews. Teachers felt that there was a lack of both theory and particularly 'hands-on' praxis in initial teacher education and continuing professional education in relation to inclusion and PE. Teachers appear to be comfortable with inclusion; however, the word "challenge" emerged as a concern in relation to interviewees' experiences. This study has implications for more appropriate theoretical and experiential learning in both initial teacher education and continuing professional development for PE teachers to facilitate quality inclusion for students with disabilities. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher European Federation of Adapted Physical Activities en
dc.relation.uri https://eujapa.upol.cz/artkey/euj-201901-0002.php
dc.rights © 2018 The Author(s) en
dc.rights.uri https://creativecommons.org/licenses/by/4.0/ en
dc.subject Inclusion en
dc.subject Disability en
dc.subject Initial teacher education en
dc.subject Continuing professional development en
dc.subject Qualitative approach en
dc.title 'It's a challenge': Post primary physical education teachers' experiences of and perspectives on inclusive practice with students with disabilities en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Susan Crawford, School of Education, University College Cork, Cork, Ireland. +353-21-490-3000 Email: s.crawford@ucc.ie en
dc.internal.availability Full text available en
dc.description.version Published Version en
dc.description.status Peer reviewed en
dc.identifier.journaltitle European Journal of Adapted Physical Activity en
dc.internal.IRISemailaddress s.crawford@ucc.ie en


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