Transcript Coaching the Disabled Athlete: Load of the rings

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
Administrators
Regular PE Class
Special PE class
for disabled
students in own
school
Special PE Class
in another school
or agency
Academic classes
in lieu of PE
Other activities
instead of PE
%
PE Teachers
%
67.8 Regular PE - All
activities
10.1 Regular PE –
some activities
19.6
0 .2
9 .2
Special PE class
physically
disabled only
8.6 Attends – no
participation
13.2 Does not
participate
67.0
8 .6
1 .2
Placement of students with physical
disability
Activity
Does not
participate
Participates Participates Participates Participates
as Observer in special
in special
fully
non-active active role
role
4.0
1 .0
19.8
49.5
Aquatics
25.7
Basketball
11.6
8.0
10.3
37.1
28.1
Track
events
Gymnastics
18.2
10.5
7 .7
40.0
20.0
12.7
12.3
7 .3
48.1
16.9
Volleyball
15.6
6.5
9 .1
37.1
29.6
Weightlifting
40.9
4.5
3 .0
24.2
25.8
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 (hourscredits; integration;disability)

principle concern to identify link between
formation and effectiveness of integration