‘Hearing their voice’: the experiences of physical education with pupils diagnosed with severe learning disabilities

References

• Barber, W. (2018). Inclusive and accessible physical education: Rethinking ability and disability in pre-service teacher education. Sport, Education and Society, 23(6), 520–532. https://doi.org/10.1080/13573322.2016.1269004
   Web of Science ®Google Scholar
• Bass, M. M., Duchowny, C. A., & Llabre, M. M. (2009). The effect of therapeutic horseback riding on social functioning in children with autism. Journal of Autism and Developmental Disorders, 39(9), 1261–1267. https://doi.org/10.1007/s10803-009-0734-3
   PubMed Web of Science ®Google Scholar
• Bland, D. (2018). Using drawing in research with children: Lessons from practice. International Journal of Research & Method in Education, 41(3), 342–352. https://doi.org/10.1080/1743727X.2017.1307957
   Web of Science ®Google Scholar
• British Educational Research Association [BERA]. (2018). Ethical Guidelines for Educational Research (4th edn.) London: UK. Retrieved on 19 August 2019. https://www.bera.ac.uk/researchers-resources/publications/ethical-guidelines-for-educational-research-2018
   Google Scholar
• Coates, J. (2011). Physically fit or physically literate? How children with special educational needs understand physical education. European Physical Education Review, 17(2), 167–181. https://doi.org/10.1177/1356336X11413183
   Web of Science ®Google Scholar
• Coates, J., & Vickerman, P. (2013). A review of methodological strategies for consulting children with special educational needs in physical education. European Journal of Special Needs Education, 28(3), 333–347. https://doi.org/10.1080/08856257.2013.797705
   Web of Science ®Google Scholar
• Coates, J. K. (2012). Teaching inclusively: Are secondary physical education student teachers sufficiently prepared to teach in inclusive environments? Physical Education and Sport Pedagogy, 17(4), 349–365. https://doi.org/10.1080/17408989.2011.582487
   Web of Science ®Google Scholar
• Curran, T., & Runswick-Cole, K. (2014). Disabled children’s childhood studies: A distinct approach? Disability & Society, 29(10), 1617–1630. https://doi.org/10.1080/09687599.2014.966187
   Web of Science ®Google Scholar
• Department of Education (DoE). (2020). Special educational needs and disability code of practice: 0 to 25 years. SEND. https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
   Google Scholar
• Department for Education and Employment. (DfEE). (1997). Excellence for all children: Meeting special educational needs. HMSO.
   Google Scholar
• Department for Education (DfE). (2014). National curriculum in England: Framework for key stages 1 to 4. DfE.
   Google Scholar
• Department for Education (DfE). (2019). Special educational needs in England: Information from the school census on pupils with special educational needs (SEN) and SEN provision in schools. DfE. Retrieved 23 September 2020.
   Google Scholar
• Department for Education (DfE). (2020). Special educational needs in England. DfE.
   Google Scholar
• Department for Education (DfE)/Department of health (DoH). (2015). Special educational needs and disability code of practice: 0 to 25 years. DfE/DoH.
   Google Scholar
• Fitzgerald, H. (2005). Still feeling like a spare piece of luggage? Embodied experiences of (dis) ability in physical education and school sport. Physical Education & Sport Pedagogy, 10, 41–59.
   Google Scholar
• Fitzgerald, H. (2012). Drawing’ on disabled students’ experiences of physical education and stakeholder responses. Sport, Education and Society, 17(4), 443–462. https://doi.org/10.1080/13573322.2011.609290
   Web of Science ®Google Scholar
• Fitzgerald, H., Jobling, A., & Kirk, D. (2003). Valuing the voices of young disabled people: Exploring experience of physical education and sport. European Journal of Physical Education, 8(2), 175–200. https://doi.org/10.1080/1740898030080206
   Google Scholar
• Fitzgerald, H., & Stride, A. (2012). Stories about physical education from young people with disabilities. International Journal of Disability, Development and Education, 59(3), 283–293. https://doi.org/10.1080/1034912X.2012.697743
   Web of Science ®Google Scholar
• Florian, L. (2013). Reimagining special education: Why new approaches are needed. In Sage Handbook of Special Education (pp. 9–22). Sage.
   Google Scholar
• Gray, S., Hooper, O., Hardley, S., Sandford, R., Aldous, D., Stirrup, J., Carsey, N., & Bryant, A. S. (2022). A health (y) subject? Examining discourses of health in physical education curricula across the UK. British Educational Research Journal, 00: 1-22. https://doi.org/10.1002/berj.3820
   Web of Science ®Google Scholar
• Green, K. (2003). Physical education teachers on physical education: A sociological study of philosophies and ideologies. Chester Academic Press.
   Google Scholar
• Haegele, J. A. (2019). Inclusion illusion: Questioning the inclusiveness of integrated physical education. Quest, 71(4), 387–397. https://doi.org/10.1080/00336297.2019.1602547
   Web of Science ®Google Scholar
• Happé, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1), 5–25. https://doi.org/10.1007/s10803-005-0039-0
   PubMed Web of Science ®Google Scholar
• Heale, R., & Forbes, D. (2013). Understanding triangulation in research. Evidence-Based Nursing, 16(4), 98–98. https://doi.org/10.1136/eb-2013-101494
   PubMedGoogle Scholar
• Healy, S., Msetfi, R., & Gallagher, S. (2013). ‘Happy and a bit nervous’: The experiences of children with autism in physical education. British Journal of Learning Difficulties, 41(3), 222–228. https://doi.org/10.1111/bld.12053
   Web of Science ®Google Scholar
• Jenkin, E., Wilson, E., Murfitt, K., Clarke, M., Campain, R., & Stockman, L. (2015). Inclusive practice for research with children with disability: A guide. Deakin University.
   Google Scholar
• Jones, S. (2006). Antonio Gramsci. Routledge.
   Google Scholar
• Lamb, P., Firbank, D., & Aldous, D. (2016). Capturing the world of physical education through the eyes of children with autism spectrum disorders. Sport, Education and Society, 21(5), 698–722. https://doi.org/10.1080/13573322.2014.941794
   Web of Science ®Google Scholar
• Landa, R. J. (2018). Efficacy of early interventions for infants and young children with, and at risk for, autism spectrum disorders. International Review of Psychiatry, 30(1), 25–39. https://doi.org/10.1080/09540261.2018.1432574
   PubMed Web of Science ®Google Scholar
• Maher, A. J. (2016). Special educational needs in mainstream secondary school physical education: Learning support assistants have their say. Sport, Education and Society, 21(2), 262–278. https://doi.org/10.1080/13573322.2014.905464
   Web of Science ®Google Scholar
• Maher, A. J., & Fitzgerald, H. (2020a). The culture of special schools: Perceptions of the nature, purpose, and value of physical education. Educational Review, 74(4), 773–787. https://doi.org/10.1080/00131911.2020.1721437
   Web of Science ®Google Scholar
• Maher, A. J., & Fitzgerald, H. (2020b). Initial teacher education and continuing professional development: The perspectives of special school physical education teachers. Curriculum Studies in Health and Physical Education, 11(1), 18–33. https://doi.org/10.1080/25742981.2019.1696687
   Google Scholar
• Maher, A. J., Fitzgerald, H., & McVeigh, J. (2020). Factors influencing the culture of special school physical education: A Gramscian critique. European Physical Education Review, 26(4), 954–969. https://doi.org/10.1177/1356336X20901337
   Web of Science ®Google Scholar
• Maher, A. J., & Haegele, J. A. (2022). Disabled children and young people in sport, physical activity, and physical education. Sport, Education and Society, 27(2), 129–133. https://doi.org/10.1080/13573322.2021.1967119
   Web of Science ®Google Scholar
• Maher, A. J., & Macbeth, J. (2014). Physical education, resources, and training: The perspectives of special educational needs coordinators working in secondary schools in North-West England. European Physical Education Review, 20(1), 90–103. https://doi.org/10.1177/1356336X13496003
   Web of Science ®Google Scholar
• McKenzie, K., Murray, K., & Murray, G. (2018). Encouraging physical activity in people with learning disabilities. Nursing Times, 114(8), 18–21.
   Google Scholar
• Morley, D., Banks, T., Haslingden, C., Kirk, B., Parkinson, S., Van Rossum, T., Morley, I., & Maher, A. (2020). Including pupils with special educational needs and/or disabilities in mainstream secondary physical education: A revisit study. European Physical Education Review, 27(2), 401–418. https://doi.org/10.1177/1356336X20953872
   Web of Science ®Google Scholar
• Nind, M. (2017). The practical wisdom of inclusive research. Qualitative Research, 17(3), 278–288. https://doi.org/10.1177/1468794117708123
   Web of Science ®Google Scholar
• Pan, C. Y. (2011). The efficacy of an aquatic program on physical fitness and aquatic skills in children with and without autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 657–665. https://doi.org/10.1016/j.rasd.2010.08.001
   Web of Science ®Google Scholar
• Roberts, H. (2017). Listening to children and hearing them. In P. Christensen & A. James (Eds.), Research with children: Perspectives and practices, pp. 142-159. Routledge.
   Google Scholar
• Robertson, C., Childs, C., & Marsden, E. (2013). Equality and the inclusion of pupils with special educational needs in physical education. In S. Capel & S. Piotrowski (Eds.), Issues in physical education (pp. 63–79). Routledge.
   Google Scholar
• Robertson, J., Emerson, E., Baines, S., & Hatton, C. (2018). Self-reported participation in sport/exercise among adolescents and young adults with and without mild to moderate intellectual disability. Journal of Physical Activity and Health, 15(4), 247–254. https://doi.org/10.1123/jpah.2017-0035
   PubMed Web of Science ®Google Scholar
• Sato, T., & Haegele, J. A. (2017). Graduate pupils’ practicum experiences instructing pupils with severe and profound disabilities in physical education. European Physical Education Review, 23(2), 196–211. https://doi.org/10.1177/1356336X16642717
   Web of Science ®Google Scholar
• Scotland-Coogan, D., Whitworth, J. D., & O’Brien, C. N. (2021). Caregiver perceptions of the benefits of hippotherapy for children with various disorders, disabilities, and medical conditions. Journal of Human Behavior in the Social Environment, 31(8), 1054–1076. https://doi.org/10.1080/10911359.2020.1844837
   Web of Science ®Google Scholar
• Sharpe, L., Coates, J., & Mason, C. (2022). Participatory research with young people with special educational needs and disabilities: A reflective account. Qualitative Research in Sport, Exercise and Health, 14(3), 460–473. https://doi.org/10.1080/2159676X.2021.1952297
   Web of Science ®Google Scholar
• Smith, B., & McGannon, K. R. (2018). Developing rigor in qualitative research: Problems and opportunities with sport and exercise psychology. International Review of Sport and Exercise Psychology, 11(1), 101–121. https://doi.org/10.1080/1750984X.2017.1317357
   Web of Science ®Google Scholar
• Smith, E., & Griggs, G. (2010). ‘Good vibrations’: The effectiveness of teaching rebound therapy to children with profound and multiple learning difficulties. Journal of Qualitative Research in Sport Studies, 3(1), 91–104.
   Google Scholar
• Sparkes, A. C., & Smith, B. (2014). Qualitative research methods in sport, exercise and health: From process to product. Routledge.
   Google Scholar
• Stockley, C. (2010). The feel good PE programme: Designing an autism-friendly PE curriculum in a residential school setting. Good Autism Practice (GAP), 11(2), 18–26.
   Google Scholar
• Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analysis. In Norman K. Denzin & Yvonna S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research in Psychology (pp. 17–37). SAGE. https://doi.org/10.4135/9781526405555.n2
   Google Scholar
• Todd, T., & Reid, G. (2006). Increasing physical activity in individuals with autism. Focus on Autism and Other Developmental Disabilities, 21(3), 167–176. https://doi.org/10.1177/10883576060210030501
   Google Scholar
• United Nations. (2006). Conventions on the rights of people with disabilities. Retrieved 17 November 2020. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/convention-on-the-rights-of-persons-with-disabilities-2.html
   Google Scholar
• Vickerman, P., & Coates, J. K. (2009). Trainee and recently qualified physical education teachers’ perspectives on including children with special educational needs. Physical Education and Sport Pedagogy, 14(2), 137–153. https://doi.org/10.1080/17408980802400502
   Google Scholar