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OSLO THEMATIC NETWORK ADAPTED PHYSICL ACTIVITY May 13, 2000. MAINSTREAMING OF STUDENTS WITH PHYSICAL DISABILITIES GEOFF MEEK, UNIVERSITY OF EXETER. Examples of National Initiatives. Geoff Meek Ph.D. Dept. of Exercise & Sport Sciences University of Exeter. Two Initiatives.
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OSLO THEMATIC NETWORK ADAPTED PHYSICL ACTIVITY May 13, 2000 • MAINSTREAMING OF STUDENTS WITH PHYSICAL DISABILITIES • GEOFF MEEK, UNIVERSITY OF EXETER
Examples of National Initiatives Geoff Meek Ph.D. Dept. of Exercise & Sport Sciences University of Exeter
Two Initiatives • Cross-Canada Survey on Mainstreaming Students with Physical Disabilities into Physical Education in Elementary and Secondary Schools (Watkinson & Bentz, 1986) • National Training Programme - INSET PE for Children with Special Needs in Mainstream Education (English Sports Council)
Cross-Canada Survey Aims of Survey • Identify barriers affecting mainstreaming • Describe status of integration
Barriers to Mainstreaming • Primary • facility and architectural • availability of funding • availability of materials and personnel • professional preparation (formation) • Secondary • attitudes of teachers and administrators • attitudes of parents • attitudes of non-disabled pupils
Method (Sample) • 1556 Schools from all provinces of Canada • 1134 administrators • 1107 PE teachers • 69% response rate for both from same school
Method (Questionnaire) • Formation of teachers • Placement of students with physical disability • Level of integration for specific activities within PE curriculum
Formation of teachers • Less than half surveyed had PE degree • 19% had not taken PE courses • 30% completed university course on PD • 19% completed APA course
Level of integration for specific activities within PE curriculum
Conclusions • Discrepancy between ‘official line’ and ‘when the gym doors close’ • Level of formation is important • Influence of barriers or facilitators (Meek, 1991) • Research limitations (1984; law; different systems/province)
UK National Training Programme Aim • to prepare PE teachers for needs of children with disabilities • Entitlement & Inclusion within National Curriculum • Extension of Good Practice - Teaching & Learning • IEP and Code of Practice • Cascading and Staff Development Needs • Good Practice and OFSTED frameworks
Evaluation of Programme - Teachers • Publicity: 3182 secondary schools; 10,000 larger primary schools • 27 course with 488 delegates within 10 regions of England • 81% believed course would improve PE for children with SEN in their school • 43% felt adequately prepared to work with children with SEN in PE
Results from HEI - formation • One day conference with 22 Universities represented influencing: • PGCE: • 377 secondary pre-service • 1100 primary pre-service • Undergraduate: • 2000 primary pre-service • 2466 secondary and main subject • 142 Non-QTS
Conclusions • Pan-European survey for both schools and HEI • clear line of questioning avoid response set • target respondents carefully. Offering? • awareness of different internal systems • depth of information and terminology (hours-credits; integration;disability) • principle concern to identify link between formation and effectiveness of integration