Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/2452
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dc.date.accessioned2015-04-15T11:58:53Z-
dc.date.available2015-04-15T11:58:53Z-
dc.date.issued2008-
dc.identifier.urihttps://www.um.edu.mt/library/oar//handle/123456789/2452-
dc.descriptionB.ED.(HONS)en_GB
dc.description.abstractThe 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.en_GB
dc.language.isoenen_GB
dc.rightsinfo:eu-repo/semantics/restrictedAccessen_GB
dc.subjectPhysical education and training -- Maltaen_GB
dc.subjectPhysical education for children with mental disabilities -- Maltaen_GB
dc.subjectInclusive education -- Maltaen_GB
dc.titleThe inclusion of intellectually and/or physically challenged pupil during the physical education lesson : a case studyen_GB
dc.typebachelorThesisen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.publisher.institutionUniversity of Maltaen_GB
dc.publisher.departmentFaculty of Educationen_GB
dc.description.reviewedN/Aen_GB
dc.contributor.creatorMamo, David-
Appears in Collections:Dissertations - FacEdu - 2008

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