Including pupils with special educational needs in secondary school physical education: A sociological analysis of teachers' views

Hdl Handle:
http://hdl.handle.net/10034/66556
Title:
Including pupils with special educational needs in secondary school physical education: A sociological analysis of teachers' views
Authors:
Smith, Andy; Green, Ken
Abstract:
This paper explores physical education (PE) teachers' views of the inclusion of pupils with special educational needs (SEN) in PE from a figurational sociological perspective. Starting from the premise that teachers' views cannot be adequately explained by studying the concept of inclusion or the teacher in isolation, it is argued that we can only begin to make sense of such views by locating teachers within the figurations of which they are a part and by exploring two particularly salient features of those figurations: namely, teachers' habituses and contexts. In doing so, the paper focuses upon the training teachers receive, the constraints imposed upon them by their colleagues and pupils, and, most importantly, the suitability of the National Curriculum for meeting the needs of pupils with SEN. The paper concludes by highlighting some of the unintended consequences of the inclusion of pupils with SEN in PE.
Affiliation:
University College Chester
Citation:
British Journal of Sociology of Education, 2004, 25(5), pp. 593-607
Publisher:
Taylor & Francis
Journal:
British Journal of Sociology of Education
Publication Date:
Nov-2004
URI:
http://hdl.handle.net/10034/66556
DOI:
10.1080/0142569042000252080
Additional Links:
http://www.tandf.co.uk/journals/CARFAX/01425692.html
Type:
Book
Language:
en
Description:
This journal article is not available through ChesterRep.
ISSN:
0142-5692; 1465-3346
Sponsors:
This article was submitted to the RAE2008 for the University of Chester - Sports-Related Studies.
Appears in Collections:
Sport and Exercise Sciences

Full metadata record

DC FieldValue Language
dc.contributor.authorSmith, Andy-
dc.contributor.authorGreen, Ken-
dc.date.accessioned2009-04-29T11:44:41Z-
dc.date.available2009-04-29T11:44:41Z-
dc.date.issued2004-11-
dc.identifier.citationBritish Journal of Sociology of Education, 2004, 25(5), pp. 593-607en
dc.identifier.issn0142-5692-
dc.identifier.issn1465-3346-
dc.identifier.doi10.1080/0142569042000252080-
dc.identifier.urihttp://hdl.handle.net/10034/66556-
dc.descriptionThis journal article is not available through ChesterRep.en
dc.description.abstractThis paper explores physical education (PE) teachers' views of the inclusion of pupils with special educational needs (SEN) in PE from a figurational sociological perspective. Starting from the premise that teachers' views cannot be adequately explained by studying the concept of inclusion or the teacher in isolation, it is argued that we can only begin to make sense of such views by locating teachers within the figurations of which they are a part and by exploring two particularly salient features of those figurations: namely, teachers' habituses and contexts. In doing so, the paper focuses upon the training teachers receive, the constraints imposed upon them by their colleagues and pupils, and, most importantly, the suitability of the National Curriculum for meeting the needs of pupils with SEN. The paper concludes by highlighting some of the unintended consequences of the inclusion of pupils with SEN in PE.en
dc.description.sponsorshipThis article was submitted to the RAE2008 for the University of Chester - Sports-Related Studies.-
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://www.tandf.co.uk/journals/CARFAX/01425692.htmlen
dc.subjectspecial educational needsen
dc.subjectphysical educationen
dc.titleIncluding pupils with special educational needs in secondary school physical education: A sociological analysis of teachers' viewsen
dc.typeBooken
dc.contributor.departmentUniversity College Chesteren
dc.identifier.journalBritish Journal of Sociology of Educationen
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