The inclusion of intellectually and/or physically challenged pupil during the physical education lesson : a case study

Abstract

The Maltese Government is committed to inclusion in mainstream schools. In fact less than one per cent of students who have a statement of needs are in Special schools or as they are now called, Resource Centres. In fact the National Minimum Curriculum starts with the premise that education is for all students, irrespective of their Individual Educational Needs. However this has also created various issues such as including children with severe disabilities in mainstream schools and meeting the diverse difficulties faced by students with Individual Educational Needs. Teachers in mainstream schools are expected to respond to diversity and to cater for the Individual Educational Needs of all students. Learning Support Assistants have been assigned to students with Individual Educational Needs to help them access the curriculum and to facilitate learning in mainstream classes. Physical Education (PE) is recognised as a core subject within the National Minimum Curriculum. It is also one of the favourite subjects of most children in schools. Since one of the main objectives of the PE lesson is to cater for the psychomotor, affective and cognitive domain of the individual, it is imperative that students with Individual Educational Needs are included in and participate actively in PE lessons. This study aims to investigate to what extent students with Individual Educational Needs are included in PE lessons and what type of adaptations, if any, are being used to facilitate their inclusion in PE. It is also important to find out if PE lessons are being adapted in mainstream schools and whether the goals and objectives in the Individual Educational Plan are being addressed during these lessons.