Empowering children with special educational needs to speak up: experiences of inclusive physical education.
OBJECTIVE
The inclusion of children with special educational needs (SEN) has risen up the political agenda since the return of the Labour Government in 1997. This has seen increasing numbers of children with SEN being educated within mainstream schools.


METHODS
This study examines the perspectives of children with SEN attending both mainstream and special schools in relation to their experiences of physical education (PE).


RESULTS
Findings demonstrate that children with SEN in both mainstream and special schools enjoy PE, although issues were raised in mainstream schools regarding bullying and the appropriateness of activities in PE lessons. The findings show how children offered suggestions about how to improve PE and make it more beneficial. The findings identify how children are empowered through consultation, and are aware of their needs and abilities.


CONCLUSIONS
As such it is evident that schools and those supporting inclusive physical activity for children with SEN must use consultation as a tool for empowering pupils as a means of providing them with choices while gaining a rich insight into their lived experiences of PE.
Coates
Janine
J
Faculty of Education, Community and Leisure, Liverpool John Moores University, Liverpool, England, UK.
Vickerman
Philip
P
D000293:Adolescent; D058445:Bullying; D002648:Child; D004519:Education, Special; D005260:Female; D017144:Focus Groups; D006801:Humans; D007398:Interpersonal Relations; D008282:Mainstreaming, Education; D008297:Male; D010806:Physical Education and Training; D011209:Power, Psychological; D011795:Surveys and Questionnaires