To Include The Invisible: Organizing For Inclusion Of Pupils With Neurodevelopmental Diagnoses In PE

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back to searchAuthor(s):Anna Thoren(presenting / submitting)Ninitha MaivorsdotterMikael QuennerstedtConference:ECER 2019Network:18. Research in Sports PedagogyFormat:Paper

Session Information

18 SES 01, Inclusive Agendas in Physical Education and Youth Sport

Paper Session

Time:2019-09-0313:15-14:45Room:VMP 9 - Room B528Chair:Oliver Hooper

Contribution

In Sweden many pupils who are diagnosed with neurodevelopmental disorders (NDD) such as ADHD and Autism are included in general PE classes. We know that these pupils often are more sensitive to demands, stressful situations and they have to struggle to decode social interactions between peers (Vickerman & Coates, 2009b; Overton, Wrench & Garrett, 2016; Lieberman & Block, 2017; Fitzgerald & Stride, 2012; Healy et al., 2013). When it comes to lessons in PE we don’t know much about how they perceive the education situation and what they need for PE to be successful and inclusive for them. Therefore we conducted a previous study (2017/2018) which was presented in a seminar in ECER 2018.

Outcomes from the first study showed that practices of exclusion of the pupils with NDD was particularly striking in one of the schools and during the interviews pupils gave voice to criticism of the way these lessons were organized. They never knew beforehand what the agenda for the upcoming lesson was and they had little knowledge about what was expected of them. This seems to have led to a strong reluctance to participate actively in these lessons. Examples of successful inclusive practices for the pupils with NDD was also evident in the other school.

Building on the results of this previous study we designed an intervention study in collaboration with the school leadership management. The principals participated in a workshop lead by the first author in which we discussed the outcomes of the first study in depth and planned for an organizational improvement, using the available digital tools for increased communication between all staff involved in the PE lessons.

The aim of this interview study is to explore how some of these pupils experience the lesson planning and execution of PE practice after the improved organizational design has been implemented during one year (2018/2019). The focus is on inclusion and exclusion processes and the main research question is: What becomes of Physical Education in classes where pupils with neurodevelopmental disorders (NDD) are integrated?

Method

Data generation found in previous research regarding inclusion in PE are mainly qualitative and often consists of semi-structured, individual interviews with pupils (Fitzgerald & Stride, 2012; Spencer-Cavaliere & Watkinson, 2010; Healy et al., 2013). This led us to follow the same path and the data assemblage consists of field observations and in-depth interviews with pupils in two classes ages 12-13 in intermediate level primary school in a small municipality in west Sweden. Rubin & Rubin (2005) describes individual interviews as “a conversational partnership” which is important to establish during the gathering of data and the ambition was to conduct these types of conversations with the pupils in the study. The second study will turn back to the pupils from the previous study but also take time to interview teaching staff to find out how the intervention affected their experience of planning and teaching, and if it led to improvement of the setting for inclusive education.

Expected Outcomes

Preliminary findings show that when school management took part in the workshop where results from the first study was presented and discussed in depth, their understanding of the situation for pupils with NDD in general PE increased and they used their managing position to create an improved organization around general PE. This has lead to a better situation for the teaching staff but has it also improved the experience of the pupils? In-depth interviews with pupils in the two classes will be conducted during spring 2019 and the outcomes will be reported in the paper and presentation in ECER 2019.

References

Fitzgerald, H. & Stride, A. (2012). Stories about Physical Education from Young People with Disabilities. International Journal of Disability, Development and Education. Vol.59, No. 3, September 2012, 283-293 Healy, S., Msetfi, R. & Gallagher, S. (2013). ‘Happy and a bit nervous’: the experiences of children with autism in physical education. British Journal of Learning Disabilities, 41, 222 – 228. John Wiley & Sons Ltd. Lieberman, L.J. & Block, M. (2017). Inclusive settings in adapted physical activity – a worldwide reality? Routledge Handbook of Physical Education Pedagogies, 2017. Overton, H., Wrench, A. & Garrett, R. (2016). Pedagogies for inclusion of junior primary students with disabilities in PE. Physical Education and Sport Pedagogy, DOI: 10.1080/17408989.2016.1176134 Rubin, H.J. & Rubin, I.S. (2005) Qualitative Interviewing (2nd ed.): The Art of Hearing Data Sage publication, Sage books. DOI: http://dx.doi.org/10.4135/9781452226651 Spencer-Cavaliere, N. & Watkinson, E.J. (2010). Inclusion understood from the perspectives of children with disability. Adapted Physical Activity Quarterly, 2010, 275 – 293. Human Kinetics, Inc. Vickerman, P. & Coates, J. K. (2009). Trainee and recently qualified physical education teachers’ perspective on including children with special educational needs. Physical Education and Sport Pedagogy, 14:2, 137-153

Author Information

Anna Thoren (presenting / submitting)Örebro UniversityHealth SciencesNinitha MaivorsdotterUniversity of SkövdeInstitution of Health and EducationSkövdeMikael Quennerstedt,Orebro University