Reference : A Narrative Literature Review on Inclusive Primary Physical Education
Parts of books : Contribution to collective works
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/47835
A Narrative Literature Review on Inclusive Primary Physical Education
English
Gallagher, Jackie []
Clardy, Aisling []
O'Malley, Sarah []
Heck, Sandra mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Scheuer, Claude mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
2021
Physical Education and Sport for Children and Youth with Special Needs Researches – Best Practices – Situation
Balint, Gheorghe
Antala, Branislav
Carty, Catherine
Mabiémé, Jean-Marie Aleokol
Amar, Imar Ben
Kaplanova, Adriana
Slovak Scientific Society for Physical Education and Sport and FIEP
247-257
Yes
978-80-89075-99-7
Slovakia
[en] Inclusion ; Primary education ; Physical education ; Additional needs ; Narrative literature review
[en] The purpose of this narrative literature review is to map the current situation regarding the inclusion of children with additional needs in primary school physical education. By an analysis of relevant articles, reports and grey literature on inclusion, inclusion as a human right, inclusion in physical education, primary school physical education specifically, and strategies that enable inclusion, the article reports on the topic of inclusion in primary physical education. The review provides an overview of inclusion, its varying definitions and the understanding of inclusion as a human right. It also explores the key principles and strategies that inform inclusive education in practice. Although a clear impetus of including students with additional needs into general education classrooms is evidenced in legislative and policy trends, research indicates inconsistency in the amount of time spent in supporting pre-service teachers in the areas of inclusion. A specific focus if the review was on how to include and support children with varying educational needs in physical education. The review thereby underlines the need for inclusivizing primary school physical education by providing concrete practical support. The Disentangling Inclusion in Primary Physical Education project in the frame of which this review has been conducted is responding to this demand.
Erasmus+
Disentangling inclusion in primary physical education
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/47835

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