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OSLO THEMATIC NETWORK ADAPTED PHYSICL ACTIVITY May 13, 2000

OSLO THEMATIC NETWORK ADAPTED PHYSICL ACTIVITY May 13, 2000. MAINSTREAMING OF STUDENTS WITH PHYSICAL DISABILITIES GEOFF MEEK, UNIVERSITY OF EXETER. Examples of National Initiatives. Geoff Meek Ph.D. Dept. of Exercise & Sport Sciences University of Exeter. Two Initiatives.

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OSLO THEMATIC NETWORK ADAPTED PHYSICL ACTIVITY May 13, 2000

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  1. OSLO THEMATIC NETWORK ADAPTED PHYSICL ACTIVITY May 13, 2000 • MAINSTREAMING OF STUDENTS WITH PHYSICAL DISABILITIES • GEOFF MEEK, UNIVERSITY OF EXETER

  2. Examples of National Initiatives Geoff Meek Ph.D. Dept. of Exercise & Sport Sciences University of Exeter

  3. Two Initiatives • Cross-Canada Survey on Mainstreaming Students with Physical Disabilities into Physical Education in Elementary and Secondary Schools (Watkinson & Bentz, 1986) • National Training Programme - INSET PE for Children with Special Needs in Mainstream Education (English Sports Council)

  4. Cross-Canada Survey Aims of Survey • Identify barriers affecting mainstreaming • Describe status of integration

  5. Barriers to Mainstreaming • Primary • facility and architectural • availability of funding • availability of materials and personnel • professional preparation (formation) • Secondary • attitudes of teachers and administrators • attitudes of parents • attitudes of non-disabled pupils

  6. Method (Sample) • 1556 Schools from all provinces of Canada • 1134 administrators • 1107 PE teachers • 69% response rate for both from same school

  7. Method (Questionnaire) • Formation of teachers • Placement of students with physical disability • Level of integration for specific activities within PE curriculum

  8. Formation of teachers • Less than half surveyed had PE degree • 19% had not taken PE courses • 30% completed university course on PD • 19% completed APA course

  9. Level of integration for specific activities within PE curriculum

  10. Placement of students with physical disability

  11. Conclusions • Discrepancy between ‘official line’ and ‘when the gym doors close’ • Level of formation is important • Influence of barriers or facilitators (Meek, 1991) • Research limitations (1984; law; different systems/province)

  12. UK National Training Programme Aim • to prepare PE teachers for needs of children with disabilities • Entitlement & Inclusion within National Curriculum • Extension of Good Practice - Teaching & Learning • IEP and Code of Practice • Cascading and Staff Development Needs • Good Practice and OFSTED frameworks

  13. Evaluation of Programme - Teachers • Publicity: 3182 secondary schools; 10,000 larger primary schools • 27 course with 488 delegates within 10 regions of England • 81% believed course would improve PE for children with SEN in their school • 43% felt adequately prepared to work with children with SEN in PE

  14. Results from HEI - formation • One day conference with 22 Universities represented influencing: • PGCE: • 377 secondary pre-service • 1100 primary pre-service • Undergraduate: • 2000 primary pre-service • 2466 secondary and main subject • 142 Non-QTS

  15. Conclusions • Pan-European survey for both schools and HEI • clear line of questioning avoid response set • target respondents carefully. Offering? • awareness of different internal systems • depth of information and terminology (hours-credits; integration;disability) • principle concern to identify link between formation and effectiveness of integration

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