Undergraduate PE Students' Journeys; Developing Knowledge, Perceptions and Attitudes Towards Special Educational Needs and Disability in PE

In recent years those involved in Physical Education (PE) and school sport have become aware of the need to facilitate and provide inclusive opportunities for young disabled people. Indeed, PE teachers and coaches are increasingly expected to practice in ways that enable more young people, including young disabled people, to engage in physical education and school sport. Research has mapped out the experiences of young disabled people and inclusive PE (Goodwin & Watkinson 2000; Fitzgerald, 2005; Coates & Vickerman 2008). The views and experiences of practicing teachers have also been explored (Smith 2004; Morley et al 2005; Haycock & Smith, 2010). There is only limited research available that focuses specifically on students in higher education enrolled on modules/courses focusing on inclusive PE (Hode et al 2003). This research focused on students in higher education enrolled on a non-QTS BSc (Hons) Physical Education course, and who are undertaking an optional inclusive PE module within the degree programme. Some of these students aspire to be PE teachers and sports coaches.

Research informed teaching practice was a catalyst for this project to insure the effectiveness/purpose of the module and to provide the module tutors a glimpse of student perception, opinion and learning discourse across the module. It was hoped the findings would assist in the development of the module.

1) To ascertain students' knowledge and understanding of inclusive PE practice.
2) To investigate students' attitudes and perception of (dis)ability in a PE context.
3) To explore the ways in which the inclusive PE module develops students' knowledge and practical application of inclusive teaching practices in PE.

A mixed methods approach was utilised. Firstly, whole group data collection (n=60) included the completion of a validated Attitudes Towards Inclusion Education Scale (ATIES) questionnaire (Wilczenski 1992; Loreman et al 2007). The questionnaires were administered at the beginning and end of the module. Secondly, qualitative one to one interviews (n=10) were used to capture insights, reflections and personal experiences of inclusion relating to the students' learning and development in an inclusive PE module. Findings show that students’ confidence in theorising disability and acknowledging the need for enhanced inclusivity in their teaching practice was evident. In addition, students enjoyed the applied nature of the module in teaching pupils with SEND in situ emphasising the diversity of opportunity within the module content.