Catering for all students through adapted physical education

Abstract

The aim of this research study was to discover the perceptions and attitudes of physical educators on Adapted Physical Education (APE) and its impact on special education needs (SEN) students. Its purpose was also to determine the PE teachers’ competence and confidence in adapting and implementing APE and the challenges encountered in process. The study further inquired into the effective practices and strategies utilised by physical educators to implement APE. To answer the research questions, the study adopted a qualitative research design. Data was collected through semi-structured interviews, conducted with a selection of six physical educators teaching across primary and secondary levels, within the state, independent and church sectors. Two physical educators were selected from each sector; one primary and one secondary PE teacher. The tool selected for analysing the data collected was thematic analysis approach. Findings indicated that PE teachers were familiar with APE and its purpose. However, they were not aware of the various PE models promoting an adapted approach. Results also showed that PE teachers had not been provided with adequate training on APE, however, they still felt confident to implement it, due to experience. Despite this, they described their experience with SEN students as a challenge. The greatest challenges facing PE teachers were adapting PE to students with physical impairments, the lack of information about SEN students in their class, the lack of involvement in individualised education programme (IEP) meetings, the lack of knowledge in adapting activities and the lack of cooperation from LSEs. The effective practices and strategies were related to preparations undergone before teaching SEN students and how they planned and adapted PE in mixed ability classes. Also, the domains and teaching styles used, the strategies to build good relationships and the practices for instructions were mentioned. The type of grouping, how differentiated learning was offered and assessed were also presented as effective practices. Data suggests that support from the other school stakeholders, together with suitable training for physical educators should be indispensable in the Maltese educational system as it will lead the way towards a successful educational path for SEN students.