Reference : Inclusion in Physical Education in primary schools in Europe through the lens of an E...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/50971
Inclusion in Physical Education in primary schools in Europe through the lens of an Erasmus+ partnership
English
Marron, Susan []
Murphy, Frances []
Pitsia, Vasiliki []
Scheuer, Claude mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
15-Nov-2021
Education 3-13
Taylor Francis Online
Yes (verified by ORBilu)
International
1475-7575
[en] Physical Education ; Inclusion ; Primary School ; Online Supports ; Teachers
[en] Using data from the Disentangling Inclusion in Primary Physical Education (DIPPE) Erasmus+ project, this study aimed at investigating teachers’ practices related to inclusion of children with additional needs (AN) in primary physical education (PE) and identifying supports that could enhance these practices. Responses from 1170 primary teachers across nine European countries to an online questionnaire were analysed. Although inclusion was regarded as important, only 30% of children with AN were reported as being always included and engaged in PE. Teachers considered guidance on children’s motor needs and video-based resources particularly useful in promoting inclusion. Implications of the findings within the DIPPE project and more broadly are discussed.
Erasmus+
Disentangling inclusion in primary physical education
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/50971
10.1080/03004279.2021.2002382

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