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Offering practical strategies to include children with SEN fully
into physical education, this unique title: applies the latest
research to the practice of inclusion of children with SEN in PE
offers an outline of the statutory responsibilities placed upon
teachers and schools to include children with SEN covers a diverse
range of issues which teachers needs to address in order to provide
high quality learning experiences for children with SEN includes a
series of reflective tasks, further reading and contacts within
each chapter. Special Educational Needs in Physical Education
offers an opportunity to explore in depth the complexities of
including children with SEN in PE. This is an extensive resource
that requires no reference to alternative texts and is essential
reading for all people involved in including children with SEN in
PE.
Teaching Physical Education to Children with Special Educational
Needs and Disabilities provides a thorough overview of the
challenges and opportunities for inclusion in PE lessons. Combining
a theoretical framework with practical strategies for teachers, the
title covers a diverse range of issues which teachers need to
address to provide high quality learning experiences for children
with SEND. This second edition is grounded in up-to-date research
on inclusion and has been fully updated in line with the SEND Code
of Practice and Ofsted Inspection Framework. It seeks to demystify
the statutory responsibilities placed upon teachers and schools to
include children with SEND and offers practical examples of how PE
teachers can make use of different strategies to differentiate
through their planning and assessment. A new chapter explores the
importance of consulting with and empowering children with SEND,
and additional focus is given to how teachers can work together
with SENCOs and LSAs to develop an inclusive culture in PE lessons.
Written in an accessible style with reflective tasks in each
chapter, this unique text clearly outlines relevant practice-based
evidence to fully include children with SEND in PE lessons. This
will be essential reading for teachers and school leaders and will
enable PE teachers to plan and deliver inclusive lessons for all
children.
Teaching Physical Education to Children with Special Educational
Needs and Disabilities provides a thorough overview of the
challenges and opportunities for inclusion in PE lessons. Combining
a theoretical framework with practical strategies for teachers, the
title covers a diverse range of issues which teachers need to
address to provide high quality learning experiences for children
with SEND. This second edition is grounded in up-to-date research
on inclusion and has been fully updated in line with the SEND Code
of Practice and Ofsted Inspection Framework. It seeks to demystify
the statutory responsibilities placed upon teachers and schools to
include children with SEND and offers practical examples of how PE
teachers can make use of different strategies to differentiate
through their planning and assessment. A new chapter explores the
importance of consulting with and empowering children with SEND,
and additional focus is given to how teachers can work together
with SENCOs and LSAs to develop an inclusive culture in PE lessons.
Written in an accessible style with reflective tasks in each
chapter, this unique text clearly outlines relevant practice-based
evidence to fully include children with SEND in PE lessons. This
will be essential reading for teachers and school leaders and will
enable PE teachers to plan and deliver inclusive lessons for all
children.
This study examined the process of training physical education
teachers for the inclusion of children with special educational
needs. This involved a five-stage research process examining the
views and opinions of government, statutory, and professional PE
associations; PE Initial Teacher Training providers (professional
opinion and practice) and trainee and recently qualified PE
teachers (the consumers).The inclusion of children with SEN in PE
has risen up the political and statutory agenda to such an extent
that there is widespread evidence of policies being embedded across
diverse sectors of society. Consequently, the study set out to
examine how the current training of PE teachers for inclusive
settings is implemented. As part of this examination it was
expected to find evidence of an increased emphasis on the inclusion
of children with SEN in PE across official line, professional
opinion & practice and consumer levels. The study found that
whilst the inclusion of children with SEN in PE had increased in
prominence (through official line policy), there was no systematic
approach to implementing this policy (via professional opinion and
practice and consumers) in practice.
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