The vision of P.E. teachers on the inclusion of students with a disability

Abstract

This research study examines the inclusion of students with a disability during P.E. in Maltese state schools. The vision and proposals of P.E. teachers in relation to students with a disability were identified. By qualitatively analyzing the P.E. teachers’ views, I could better establish whether inclusion is genuinely being put into practice.

Eight interviews with P.E. teachers from three state schools were conducted. The interviews were semi-structured and made up of open-ended questions. I opted for open-ended questions, because I wanted to generate a dialogue with P.E. teachers. The main findings of this study show that all respondents agree that the inclusion of student with a disability within state schools is to some degree being achieved. Nonetheless they also stated that inclusion becomes almost impossible in the case of behavioural disabilities such as autism and ADHD.

Respondents identified various barriers that are limiting their work to foster inclusion during P.E. One of the most frequently mentioned limitations is the lack of accessibility in terms of infrastructure and specialized equipment in schools. P.E. teachers remarked that from an infrastructural point of view state schools are unequal. The modern schools have sports facilities which are accessible and well-equipped, whilst less modern schools do not cater for students with a disability to participate during P.E. Given the fact that P.E. teachers have to improvise without undergoing professional training and experience prior to and also after graduating, the majority of P.E. teachers feel unsure of their competence when teaching a student with a disability. Finance in this area is another problem, which was identified by the respondents. Half of the respondents in this study claimed that support from LSAs is lacking and in certain cases LSAs are not even present during P.E. From this study, it can be concluded that inclusion policy will be successful if policy makers draft policies which focus on maximizing the ability of the student rather than focusing on their disability, and by ensuring that the necessary infrastructure, resources and training are in place.