Inclusion in Physical Education in Primary Schools in Europe through the Lens of an Erasmus+ Partnership

Autor/inn/en	Marron, Susan; Murphy, Frances; Pitsia, Vasiliki; Scheuer, Claude
Titel	Inclusion in Physical Education in Primary Schools in Europe through the Lens of an Erasmus+ Partnership
Quelle	In: Education 3-13, 51 (2023) 5, S.715-730 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marron, Susan) ORCID (Murphy, Frances) ORCID (Pitsia, Vasiliki) ORCID (Scheuer, Claude)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.2002382
Schlagwörter	Inclusion; Elementary Education; Physical Education; Students with Disabilities; Elementary School Teachers; Teacher Attitudes; Access to Education; Foreign Countries; Regular and Special Education Relationship; Student Needs; Teacher Competencies; Adapted Physical Education; Croatia; United Kingdom (England); France; Ireland; Luxembourg; Netherlands; United Kingdom (Scotland); Slovakia; Spain + Suchen Sie Ihr Suchwort? Inklusion; Elementarunterricht; Körpererziehung; Sportunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Lehrkunst; Kroatien; Frankreich; Irland; Niederlande; Slowakei; Spanien
Abstract	Using data from the Disentangling Inclusion in Primary Physical Education (DIPPE) Erasmus+ project, this study aimed at investigating teachers' practices related to inclusion of children with additional needs (AN) in primary physical education (PE) and identifying supports that could enhance these practices. Responses from 1170 primary teachers across nine European countries to an online questionnaire were analysed. Although inclusion was regarded as important, only 30% of children with AN were reported as being always included and engaged in PE. Teachers considered guidance on children's motor needs and video-based resources particularly useful in promoting inclusion. Implications of the findings within the DIPPE project and more broadly are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01