Inclusive Physical Education: teachers’ views of including pupils with Special Educational Needs and/or disabilities in Physical Education
By D. Morley, Richard Bailey *, Jon E. C. Tan, Belinda Cooke. 2005
232 citations recorded by the source corpus.
Subfields: Orthopedics and Sports Medicine, Physical Therapy, Sports Therapy and Rehabilitation, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/a2be81b92f025894c3df335e88c716d786aae9ff
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In Orthopedics and Sports Medicine
In Physical Therapy, Sports Therapy and Rehabilitation
In Sociology and Political Science
Citations in the corpus
- Swedish primary‐school teachers’ attitudes to inclusion – the case of PE and pupils with physical disabilities (2010, methodology): “In the light of the results from Tripp, Rizzo and Webbert (2007) and Morley et al. (2005) we argue that teachers may find pupils with physical disabilities easier to teach and also be more able to discuss them because of the observable and tangible nature of physical impairments.”
- Inclusion in Physical Education: Teacher Attitudes and Student Experiences. A Systematic Review (2019, background): “This norm is evoked in one of the frequently recurring themes in the reviewed research: the teachers’ concerns for the students without disabilities (Combs et al., 2010; Hersman & Hodge, 2010; Morley et al., 2005; Sato et al., 2007).”
- Trainee and recently qualified physical education teachers' perspectives on including children with special educational needs (2009, background): “…more important 150 P. Vickerman and J.K. Coates D ow nl oa de d by [ W ilf ri d L au ri er U ni ve rs ity ] at 2 0: 47 0 1 Se pt em be r 20 11 is the manner in which PE ITT providers use this to prepare trainee teachers for inclusive education (Dyson 2001; Bailey 2005; Morley et al. 2005).”
- Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: a narrative review of international literature (2019, background): “only on behavioral issues, but also safety and control issues when including students with disability in the class (Morley et al. 2005).”
- Irish physical educators’ attitude toward teaching students with special educational needs (2006, background): “This should include informing them of the range of SEN that students may have as well as the need to possibly modify school-based plans for curriculum delivery, perhaps by changing certain activities, adapting the activity through rule or equipment modification or increasing the range of differentia”
- Forty years later, a systematic literature review on inclusion in physical education (1975–2015): A teacher perspective (2016, background): “For example, Haycock and Smith (2010b) studied 12 teachers using the same data collection and analysis technique that was applied by Morley et al. (2005).”