New resource to promote inclusion of all children in primary PE
Researchers at DCU’s Institute of Education have developed an important resource for primary school teachers to support them in promoting inclusion in physical education classes for all children, with a focus on children with additional needs. It can also support student teachers on their school placement work teaching physical education.
The work is part of an Erasmus+ funded European project ‘Disentangling Inclusion in Primary Physical Education’ 2019-2021 with DCU’s work led by Susan Marron and Frances Murphy from the School of Arts Education and Movement.
The research element, which examined over 1200 teachers’ practices related to inclusion of children with additional needs in primary physical education, found that teachers consider guidance on children’s motor needs and video-based resources particularly useful in supporting them to promote inclusion (Marron, Murphy, Pitsia and Scheuer, 2021).
The resource, a website Disentangling Inclusion in Primary Physical Education, highlights practices, strategies and resources to support teachers to include all children in primary PE lessons. The content of the website is informed by the research results and by the expertise of the project partners. It is underpinned by a review of literature while the suggested supports are in the spirit of the universal design for learning.
The website will soon include a teacher education ‘toolkit’ with resources for educators to present professional learning workshops or to include in modules at initial teacher education level. Many pilot workshops have already taken place in partner countries to shape the ‘toolkit ‘including one at DCU in June 2021.
Speaking about the importance of the project, Susan Marron said
“Within the Erasmus+ project, we have developed an online resource to support primary school teachers and student teachers as they plan for inclusion in their PE classes. This means that they can source information on multiple means of representation, engagement and action related to their teaching and children’s learning. This may involve adapting the teaching environment, teaching strategies, equipment or rules to engage children with additional needs more fully. Ultimately, enhancing the expertise of teachers in meeting the needs of each child can support children to overcome challenges and help them towards long-term engagement in physical activity”.
For more information about the project ‘Disentangling Inclusion in Primary Physical Education’ contact susan.marron@dcu.ie