Physical educators in mainstream schools : pedagogical approaches used when teaching students with intellectual disabilities

Abstract

This research studies the different pedagogical approaches used by Physical Education (PE) teachers when teaching inclusive PE to students with intellectual disabilities (ID) in mainstream Maltese state schools, ultimately providing recommendations on improving PE pedagogy and inclusion. Data was obtained from literature and thirteen (n=13) participants. Such participants, who were all professionals in the field, provided their perspectives and insights through semi-structured interviews. Literature on different IDs, severity levels, local mainstream education and curriculum, pedagogy, empowering students with ID through involvement and engagement, and concerns and criticism regarding inclusion were investigated. Literature and interview data supported the research questions. Henceforward, this study identified effective teaching approaches when teaching PE to students with ID, as well as various barriers which disallow such inclusive practice. Discussions of such issues include the PE syllabus being flexible but lacking guidance, current continuous professional development (CPD) opportunities, and the lack of space, resources and time available at the PE teachers’ disposal. Results showed that teachers wish for more guidance through the syllabus when teaching PE to students with ID, as well as expressing the need for more PE-specific professional development (PD) on inclusive teaching, and more investment in facilities and adaptive equipment. The study concluded by providing several recommendations for the overall improvement of pedagogy and the learning experience of students with ID in PE. Recommendations include, but not only, more collaboration with Learning Support Educators (LSE) and reducing class sizes to enhance individualised instruction with students with ID. The inclusion of more adaptive PE in Initial Teacher Training (ITT) was also recommended, alongside the need for more awareness of the resources and personnel available in resource centres which may enhance inclusive teaching if utilised. This will ultimately help enhance students’ with IDs physical literacy and opportunities for participation in physical activity in their future, allowing them to live a healthier life.