Improving the participation of students with special educational needs in mainstream physical education classes: a rights-based perspective

O’Connor, Una; McNabb, Joanne

doi:10.1080/03055698.2020.1719385

Cited by 3 publications

(2 citation statements)

References 45 publications

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“…In relation to the second specific objective of this research, we must consider that the principle of participation of all students within mainstream educational contexts is, together with presence and academic success, one of the intrinsic and fundamental conditions that must govern inclusive education for all [8,44]. In this study, the information from the classmates in MCs reflected a significant barrier in the degree of participation of students with SENs in mainstream spaces, which is similar to the results of Hodges et al [47] or O'Connor and McNabb [48]. These two works also show that students with SENs suffer restrictions in school participation and that these are due to various intrinsic factors (such as their sense of belonging to a school) or extrinsic factors (such as the prevailing culture of the school or the skills and training of the teachers).…”

Section: Discussionsupporting

confidence: 81%

“…Recent studies have focused on analysing the level of social participation of students with SENs in mainstream centres or classrooms [22,45,46]. Other works have investigated the degree of participation of students with SENs in mainstream activities or educational tasks with the rest of the students without SENs [47,48], and other studies have also listened to the voices of students in this regard [49].…”

Section: Introductionmentioning

confidence: 99%

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From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers

Caballero

2024

Education Sciences

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The modalities of schooling and the educational measures for students with special educational needs (SENs) are postulated as important aspects within the field of study of inclusive education. The general objective of this research is to analyse the processes, through the voice of their peers, for the inclusion of students with SENs enrolled in specialised classrooms (SCs) in mainstream centres in Spain when they attend mainstream classrooms (MCs). The design of the research is mixed (QUAN-Qual), non-experimental, and descriptive. The participants in the quantitative phase were 2649 peers from MCs that have students enrolled in the SCs, and the participants in the qualitative phase were 57 students from MCs. A questionnaire designed ad hoc was used for collecting the quantitative information and discussion groups for the qualitative information. This study shows the barriers and facilitators towards the inclusion of students in the SU within mainstream centres or classrooms. Among the facilitators which stand out is the wish of classmates from mainstream classrooms to share times, spaces, and activities with their classmates with SENs from the SU. Among the barriers highlighted by a large number of students in the MCs are the fact that they do not participate in group activities with their peers with SENs and that the latter do not usually participate in common activities developed at the centre (like celebrations or excursions).

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Section: Discussionsupporting

confidence: 81%

Section: Introductionmentioning

confidence: 99%

From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers

Caballero

2024

Education Sciences

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The complex journey towards the enactment of inclusion in physical education: a scoping review of the literature on teachers’ perceptions and practices

Karamani,

Makopoulou,

Mansfield

et al. 2024

Physical Education and Sport Pedagogy

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Amplifying Voices, Empowering Perspectives

Efthymiou

2023

Inclusive Phygital Learning Approaches and Strategies for Students With Special Needs

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This chapter focuses on exploring the experiences of children with disabilities in inclusive education during the COVID-19 pandemic in the United Arab Emirates (UAE). Through a thorough literature review and thematic analysis of narratives provided by children in the UAE, the study aims to understand the complexities of inclusive education, identify the challenges faced by these children, and highlight factors that contribute to their inclusion. The research questions guiding this study are centered around the experiences, issues, and pivotal factors ensuring inclusion of children with disabilities in the UAE during the pandemic. The themes that emerged shed light on their concerns, interactions, strategies, and recommendations, providing valuable insights into the specific challenges and opportunities within the UAE context. The importance of cultural sensitivity, collaboration among stakeholders, and targeted support systems are highlighted as key elements in ensuring inclusive education for children with disabilities in the UAE.

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Improving the participation of students with special educational needs in mainstream physical education classes: a rights-based perspective

Cited by 3 publications

References 45 publications

From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers

From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers

The complex journey towards the enactment of inclusion in physical education: a scoping review of the literature on teachers’ perceptions and practices

Amplifying Voices, Empowering Perspectives

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