📖Program Curriculum
Project details
Research has consistently shown that Physical Education and school sport (PESS) provision does not adequately meet the needs of children and young people with special educational needs and/or disabilities (SEND), with curriculum constraints and teacher knowledge/experience often cited as key barriers to inclusive provision.
PESS can be a site of exclusion for children and young people with SEND, and steps taken by schools to develop inclusive provision, often fall short and instead act to further isolate. This is especially true for children and young people with SEND attending mainstream education. Literature examining the experiences of children and young people with SEND in relation to PESS has, however, demonstrated the value of pupil voice for understanding such barriers and facilitators in relation to PESS engagement (Sharpe, Coates & Mason, 2022).
This PhD project will build on existing research by adopting a Participatory Action Research (PAR) approach to work closely with children and young people with (and without) SEND and their teachers to examine and co-construct a re-imagined, inclusive PE curriculum which better meets the needs of all learners. It will seek to understand what inclusion within the PESS context means to both young people and their teachers and develop practical measures to enact inclusion within their settings.
Through the use of creative, qualitative methodologies, the research will empower schools and their pupils to work together to address the specific barriers they may face in providing inclusive experiences within PESS. By evaluating this process, the research will identify key outcomes/guidelines which might inform policy and be applied beyond the specific research settings involved to promote inclusive PESS provision more broadly.
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