Including Pupils With SEN And/or Disabilities In Primary PE
Special educationalneeds and/or disabilitiesTraining toolkitFor primary PGCE tutors and traineesIncluding pupils withSEN and/or disabilitiesin primary physicaleducation
Contents1 Including pupils with SEN and/or disabilities inprimary physical education (PE) lessons32 Removing barriers to the primary physical educationcurriculum for pupils with SEN and/or disabilities63 Self-audit for inclusive physical education lessons:planning teaching, learning and support74 Physical education and Every Child Matters245 Early development in the National Curriculum:the P scales for physical education266 Bilingual learners277 Sources of information and advice28Appendix A: Including all pupils in the physical education curriculum29Including pupils with SEN and/or disabilities in primary physical education2
1 Including pupils with SEN and/or disabilitiesin primary physical education (PE) lessonsIntroductionThis booklet gives tutors and trainees information about subject-specific issues in the physicaleducation curriculum for pupils with SEN and/or disabilities. It offers a straightforward introductionto planning inclusive physical education lessons. There are also suggestions for further reading andsupport in section 7.Each booklet in this series contains a self-audit table (section 3). This offers a range of ideas that youcan use to check against your practice and the practice you observe. The organisation of informationin this table is based on the most recent research evidence and the views of expert teachers.Recent evidence (eg Davis and Florian, 2004) suggests that much of what has traditionally beenseen as pedagogy for pupils with SEN and/or disabilities consists of the approaches used in ordinaryteaching, extended or emphasised for particular individuals or groups of pupils. This applies evenwhen teaching approaches may look very different, eg when teachers are working with pupils withcomplex needs.Trials of these materials in 2007/08 suggested that grouping teaching approaches into themes helpsnew teachers and those who work with them to consider and discuss their practice. Therefore eachself-audit table is grouped under eight themes:"" maintaining an inclusive learning environment"" multi-sensory approaches, including information and communication technology (ICT)"" working with additional adults"" managing peer relationships"" adult-pupil communication"" formative assessment/assessment for learning"" motivation, and"" memory/consolidation.There are many overlaps between these themes, but the model offers a useful starting point to helpyou develop teaching approaches that include pupils with SEN and/or disabilities.Including pupils with SEN and/or disabilities in primary physical education3
Physical education“A high-quality PE curriculum enables all pupils to enjoy and succeed in many kinds ofphysical activity. They develop a wide range of skills and the ability to use tactics, strategiesand compositional ideas to perform successfully. When they are performing, they thinkabout what they are doing, analyse the situation and make decisions. They also reflect ontheir own and others’ performances and find ways to improve them. As a result, they developthe confidence to take part in different physical activities and learn about the value ofhealthy, active lifestyles. Discovering what they like to do, what their aptitudes are at school,and how and where to get involved in physical activity helps them make informed choicesabout lifelong physical activity.“PE helps pupils develop personally and socially. They work as individuals, in groups and inteams, developing concepts of fairness and of personal and social responsibility. They take ondifferent roles and responsibilities, including leadership, coaching and officiating. Through therange of experiences that PE offers, they learn how to be effective in competitive, creativeand challenging situations.”National Curriculum, QCA, 2009Roles and responsibilitiesRecent legislation and guidance make clear that all the teaching staff in a school are responsible forthe provision for pupils with SEN and/or disabilities. All staff should be involved in developing schoolpolicies and fully aware of the school’s procedures for identifying, assessing and making provisionfor pupils with SEN and/or disabilities. Staff should help pupils with SEN to overcome any barriers toparticipating and learning, and make any reasonable adjustments needed to include disabled pupilsin all aspects of school life.The Disability Discrimination Act (DDA) has substantial implications for everyone involved inplanning and teaching the curriculum. Schools have specific duties under the DDA to:"" make reasonable adjustments to their policies and practice to prevent discrimination againstdisabled pupils"" increase access for disabled pupils, including access to the curriculum, through accessibilityplanning, and"" promote disability equality and have a disability equality scheme showing how they will do so.These duties are important and significant. They require schools to:"" take a proactive, systematic and comprehensive approach to promoting disability equality andeliminating discrimination, and"" build disability equality considerations in from the start at every level of activity, includingdeveloping and delivering the curriculum and classroom practice.Schools must address their various DDA duties together in a way that brings greater benefitsto disabled pupils, staff, parents and other users of the school. Using the self-audit table in thisbooklet to develop an inclusive approach to your teaching will help you carry out these dutiesin your subject.Including pupils with SEN and/or disabilities in primary physical education4
Modifying the curriculum and the National Strategies to match pupils’ needsTeachers have a statutory duty to modify the programmes of study (or National Strategy materials).“Schools have a responsibility to provide a broad and balanced curriculum for all pupils.”National Curriculum, QCA, 2008This is more than just giving pupils ‘access to the curriculum’. The curriculum is not immovable,like some building, to which pupils with SEN and/or disabilities have to gain access. It is there to bechanged, where necessary, to include all pupils.The statutory ‘inclusion statement’ in the National Curriculum sets out a framework for modifyingthe curriculum to include all pupils. Teachers have to:"" set suitable learning challenges"" respond to pupils’ diverse learning needs, and"" overcome potential barriers to learning and assessment for particular individuals andgroups of pupils.These principles allow you to:"" choose objectives for pupils with SEN and/or disabilities that are different from those of the restof the group, or"" modify the curriculum to remove barriers so all pupils meet the same objectives.Planning for pupils with SEN and/or disabilities should be part of the planning that you do for allpupils, rather than a separate activity. It doesn’t need to be complicated or time-consuming. Youcan simply jot down brief notes in your lesson plans on the learning objectives and approaches youwill use to remove barriers for pupils with SEN and/or disabilities. Any personal targets the pupil hascan inform this planning. At times it may be appropriate to plan smaller steps to achieve the learninggoal or provide additional resources. It is often possible to use the support available to do this, eitherfrom the SENCO or teaching assistant/mentor.You should also think about the questions you will ask different groups and individuals and theways you will check that pupils understand. Some pupils with SEN and/or disabilities will show theyunderstand in different ways from their peers, so you should look at a range of opportunities forpupils to demonstrate what they know and can do.Including pupils with SEN and/or disabilities in primary physical education5
2 Removing barriers to the primaryphysical education curriculum for pupilswith SEN and/or disabilitiesTeaching and learningTo make physical education lessons inclusive, teachers need to anticipate what barriers to taking partand learning particular activities, lessons or a series of lessons may pose for pupils with particularSEN and/or disabilities. So in your planning you need to consider ways of minimising or reducingthose barriers so that all pupils can fully take part and learn.In some activities, pupils with SEN and/or disabilities will be able to take part in the same way astheir peers. In others, some modifications or adjustments will need to be made to include everyone.To overcome potential barriers to learning in physical education, some pupils may require:"" adapted, modified or alternative activities that offer an equivalent degree of challenge to theactivities in the programmes of study and that enable the pupils to make progress"" specific support they need to take part in certain activities or types of movement, and"" careful management of their physical regime to allow for their specific medical conditions.See appendix A for details of how physical education activities can be modified to include all pupils.For some activities, you may need to provide a ‘parallel’ activity for pupils with SEN and/ordisabilities, so that they can work towards the same lesson objectives as their peers, but in adifferent way.Occasionally, pupils with SEN and/or disabilities will have to work on different activities, or towardsdifferent objectives, from their peers.There are some examples in the checklist in section 3 and in appendix A.AssessmentWhen assessing pupils, you need to plan carefully to give pupils with SEN and/or disabilities everyopportunity to demonstrate what they know and are able to do, using alternative means wherenecessary.Some pupils who are unable to use equipment and materials, including pupils with visual or hearingimpairments, may not be able to achieve certain aspects of the level descriptions. QCA (2008)advises that, when a judgement against level descriptions is required, your assessment of the pupil’sprogress should discount these aspects.When pupils are following adapted or alternative activities, make your judgements against the leveldescriptions in the context of the activities they are doing.Including pupils with SEN and/or disabilities in primary physical education6
3 Self-audit for inclusive physicaleducation lessons: planning teaching,learning and supportYou can use the following checklist to audit your practice and plan for more inclusive lessons.The left-hand column of the table suggests approaches that are appropriate for pupils with SENand/or disabilities in all subjects. The right-hand column suggests extensions and emphases thatmay be helpful in removing barriers for pupils with SEN and/or disabilities in physical education.In most cases, the actions recommended are good practice for all pupils, regardless of their particularSEN and/or disability.In other cases, the actions taken will depend on the barriers to taking part and learning identified inrelation to the lesson being taught and pupils’ particular SEN and/or disabilities. For example, thechallenges of including wheelchair users in athletics activities may be quite different from those forincluding pupils with other SEN and/or disabilities.Some children with identified needs such as behaviour difficulties may benefit from changesin activities or working with selected others or rest breaks. In these cases it is helpful to discussand plan with a support assistant who knows the child well. The SENCO, subject associationsand/or organisations supporting people with particular SEN/disabilities may be able to offer morespecialist advice.These examples are not comprehensive or exhaustive. They are intended to stimulate thinkingrather than offer detailed advice on how to teach the subject to pupils with different types of specialeducational needs and/or disabilities. You will wish to add your own general or subject-specific ideasto the self-audit table.Including pupils with SEN and/or disabilities in primary physical education7
Maintaining an inclusive learning environmentMaintaining an inclusivelearning environmentSound and light issuesFor example:Physical educationObserved Tried outSound and light issues"" background noise andreverberation are reduced"" sound field system is used,if appropriate"" glare is reduced"" there is enough light forwritten work"" teacher’s face can be seen avoid standing in front of lightsources, eg windows"" pupils use hearing andlow vision aids, wherenecessary, and"" video presentations havesubtitles for deaf or hearingimpaired pupils and those withcommunication difficulties,where required.SeatingPupils’ seating and the main boardposition are planned for the shapeof the room.SeatingMake sure the changing facilitiesare accessible.Pupils can see and hear clearly, asnecessary:"" the teacher"" each other, and"" the board/TV/screens.Seating allows for peer or adultsupport.There is room for pupils withmobility difficulties to obtain theirown resources, equipment andmaterials.Furniture is suitable. Considerthe choice of chairs and desks,eg adjustable height tables,raised boards.Including pupils with SEN and/or disabilities in primary physical education8
Maintaining an inclusivelearning environmentResourcesStorage systems are predictable.Physical educationObserved Tried outResourcesResources are:"" accessible, eg within reach, and"" labelled clearly to encourageindependent use, eg usingimages, colour coding, largeprint, symbols, Braille, asappropriate.DisplaysDisplays are:Displays"" accessible, within reach,visual, tactile"" informative, and"" engaging.Be aware of potentially distractingelements of wall displays.Low-arousal areasA low-arousal area is plannedfor pupils who may need it andis available for use by all pupils.The area only needs to haveimmediately relevant materials/resources to minimise distraction.Low-arousal areasHealth and safetyHealth and safety issues have beenconsidered, eg trailing leads secured,steps and table edges marked.Health and safetySome pupils will require carefulmanagement of their physicalregime to allow for their specificmedical conditions.There is room for pupils withmobility difficulties to leave the siteof an accident.Remember that pupils with anautistic spectrum disorder (ASD)may have low awareness of danger.In some games, using different zonescan create safe playing areas orareas where pupils can be matchedby ability – see appendix A.Consider what clothing maybe required for expeditions orcamps for pupils who have limitedmobility or sensation.Including pupils with SEN and/or disabilities in primary physical education9
Maintaining an inclusivelearning environmentUnfamiliar learningenvironmentsPupils are prepared adequatelyfor visits.Physical educationObserved Tried outUnfamiliar learningenvironmentsMake sure pupils are well preparedfor visits eg to sports events,festivals, swimming pools andsports centres. This can includeusing photographs, videos, objectsetc so that pupils are not worriedabout unfamiliar situations.You may need to consideralternative routes for orienteering,with wheelchair routes or stableground for pupils with walking aids.Specialist OAA (outdoor andadventurous activities) centres havethe equipment and resources forwheelchair users and pupils withmobility difficulties to take part inactivities such as climbing, abseilingand sailing.Including pupils with SEN and/or disabilities in primary physical education10
Multi-sensory approaches, including ICTMulti-sensory approaches,including ICTMulti-sensory approachesPupils’ preferred learning stylesare identified and built on:"" when teaching eg visual,Physical educationObserved Tried outMulti-sensory approachesOrienteering trails may need the useof sound, touch or different colours tohelp some pupils with navigation.tactile, auditory andkinaesthetic approaches areused, such as supportingteacher talk with visual aids;using subtitled or audiodescribed film/video"" for recording – alternatives towritten recording are offered,eg drawing, scribing, wordprocessing, mind maps,digital images, video, voicerecording, and"" to promote security andaid organisation eg visualtimetables are used toshow plans for the day orlesson; visual prompts forroutines, such as how to askfor help; shared signals aredeveloped so that pupils canconvey their understanding,uncertainty or need for help.Including pupils with SEN and/or disabilities in primary physical education11
Multi-sensory approaches,including ICTPhysical educationICTICT is used to support teaching andlearning.ICTIn physical education, ICT1 allowspupils to:Accessibility features are used toinclude pupils with SEN and/ordisabilities, as appropriate, eg:"" record their performance"" keyboard shortcuts insteadof a mouse"" sticky keys"" a foot-controlled mouse, ahead-controlled mouse or awireless mouse"" screen filters to cut down glare"" increased font sizes for screenextension – in any case, fontsused in printed material shouldnot be smaller than 12 pt (24pt for screen presentations)Observed Tried outusing digital cameras or videoand replay it to help improvetheir performance eg usingprograms such as Dartfish2"" record, monitor and trackpersonal performance"" communicate with others"" watch elite performances, and"" carry out research egWebwise offers a simplifiedversion of web pages."" clear font type (normallysans serif, such as Arial orComic Sans)"" appropriate contrast betweenbackground and text, and/or"" a talking word processor toread out text.Pupils with poor motor controlmay gain confidence and achievesuccess through writing/drawingon the computer.Predictive text can encouragepupils to use a more extensivevocabulary and attempt ‘difficult’spellings. It can be enhanced byusing subject-specific dictionaries.1 Where this booklet refers to a specific product, no recommendation or endorsement of that product is intended, norshould be inferred.2 Dartfish allows teachers and instructors to integrate video feedback in real time in the classroom. You can captureevents happening in the lesson and replay them immediately. Teachers and pupils can then enhance the video withinformation, annotations etc.Including pupils with SEN and/or disabilities in primary physical education12
Working with additional adultsWorking with additional adultsPhysical educationConsulting pupilsWherever possible, pupils areconsulted about the kind and levelof support they require.Consulting pupilsAsk pupils what they feel about thesupport they receive from othersin PE lessons, for example from ateaching assistant or from a fellowpupil acting as a feeder, pusher orcollector.Planning supportSupport from additional adults isplanned to scaffold pupils’ learning,allowing them, increasingly, to workindependently.Planning supportPlan for pre-tutoring important PEvocabulary, concepts, processes orskills, for pupils who need it.Observed Tried outPlanning should identify:"" which individuals/groups willreceive support"" where in the lesson pupils willneed support"" the type of support pupilsshould receive, and"" when pupils should be allowedto work independently.Additional adults:"" are clear about the lessonobjectives"" know the sequence of thelesson"" understand the lesson content"" know how to break tasks intomore manageable chunks"" are provided with key questionsto encourage formativeassessment, and"" where appropriate, arefamiliar with any ICT usedto support pupils.EvaluationAdditional adults report to theteacher on pupils’ progress.EvaluationThe effectiveness of support ismonitored and reviewed.Including pupils with SEN and/or disabilities in primary physical education13
Managing peer relationshipsManaging peer relationshipsPhysical educationGrouping pupilsAll forms of pupil grouping includepupils with SEN and/or disabilities.Grouping pupilsObserved Tried outManageable mixed-ability groupingor pairing is the norm, except whencarefully planned for a particularpurpose.Sequence of groupings is outlinedfor pupils.The transition from whole-class togroup or independent work, andback, is clearly signalled. This isparticularly helpful for pupils on theautistic spectrum.Managing group workand discussionPupils move carefully from paireddiscussion to group discussion the language necessary forwhole-class discussion work maybe a barrier for pupils who findit difficult to express themselvesin public. Paired and small groupdiscussions provide opportunitiesfor all to take part.Managing group workand discussionPupils are assigned specific roles(eg chair, writer, reporter, observer)which gives all pupils something todo and keeps them focused.Including pupils with SEN and/or disabilities in primary physical education14
Managing peer relationshipsPhysical educationDeveloping responsibilityPupils with SEN/disabilities are:Developing responsibilityAsk pupils what they wantand involve them in decisionmaking about:"" given opportunities to initiateand direct projects, withsupport as appropriate, and"" involved as equal contributorsin class/school governance anddecision making.Observed Tried out"" policy areas, eg PE kit, changingareas etc"" their own learning eg howto include them better in alesson/activity, and"" what sports are on offeroutside school hours.Develop a school sports council.Develop disabled pupils’ skills asleaders and coaches. This not onlybrings in people with new skillsand additional time to supportactivities, but also provides positiverole models for all pupils.Including pupils with SEN and/or disabilities in primary physical education15
Adult-pupil communicationAdult-pupil communicationPhysical educationTeachers’ communicationLanguage is clear, unambiguous andaccessible.Teachers’ communicationSome pupils will need tasks to bebroken down into smaller sets ofinstructions. For example, give thefirst instruction, then once that iscompleted give more information rather than presenting all the taskrequirements in one instruction.Key words, meanings and symbolsare highlighted, explained andwritten up, or available in someother way.Instructions are given clearly andreinforced visually, where necessary.Wording of questions is plannedcarefully, avoiding complexvocabulary and sentencestructures.Questions are prepared in differentstyles/levels for different pupils careful preparation ensures allpupils have opportunities to answeropen-ended questions.Observed Tried outSome pupils (eg pupils withan autistic spectrum disorder)struggle with rule changes duringactivities. Consideration andsupport may be required if taskshave to be modified or adaptedpart-way through.Alternative communication modesare used, where necessary, to meetpupils’ communication needs,eg signing, Braille.Text, visual aids, etc are checkedfor clarity and accessibility. Forexample, some pupils might requireadapted printed materials (font,print size, background, Braille,symbols); some may requiresimplified or raised diagramsor described pictures.Including pupils with SEN and/or disabilities in primary physical education16
Adult-pupil communicationPhysical educationPupils’ communicationAlternative communication modes,such as sign or symbol systems,are encouraged, and pupils’contributions are valued.Pupils’ communicationDifferent forms of communicationmay be required to give pupilsfull access to activities such asorienteering eg verbal prompts,buddy systems or sign language.Advice is sought from the SENCO,a speech and language therapist,local authority advisory staff,and/or the pupil themselveson the best way of using suchcommunication modes in lessons.Observed Tried outDiscussion of experiences andinvestigations is encouraged tohelp pupils understand them.Pupil-teacher interactionWhere appropriate, pupils areallowed time to discuss the answersto questions in pairs, before theteacher requests verbal responses.Pupil-teacher interactionPupils with communicationimpairments are given:"" time to think about questionsbefore being required torespond"" time to explain, and"" respect for their responses toquestions and contributionsto discussions.Additional adults prepare pupils tocontribute to feedback sessions,where necessary.Including pupils with SEN and/or disabilities in primary physical education17
Formative assessment/assessment for learningFormative assessment/assessment for learningPhysical educationUnderstanding the aimsof the lessonLesson objectives are made clearin pictures/symbols/writing, asappropriate.Understanding the aimsof the lessonBefore starting an activity, clarifythe rules of any game to be playedand set how long it will be played.Objectives are challenging yetachievable. This will promote selfesteem and enable all pupils toachieve success.Identify specific areas that activitiesare designed to aid or improve: egactivity A will help with coordination,activity B will improve flexibility.Observed Tried outBuild up a chart (using a wallchartor other space) to show eachlesson’s focus and how successivelessons or topics link together todevelop an area of work in PE. Thiscould include symbols, images orobjects to make it more accessible.Focus on how pupils learnPupils’ own ways of learningand remembering things areemphasised.Focus on how pupils learnPupils are encouraged to talk abouthow they achieved something.Dialogue is the key to successfulassessment for learning. Teacherscommunicate in ways pupils arecomfortable with.Pupils know where they arein relation to learning aimsEnd-of-lesson discussions focuson one or more of the ideasexplored and the progress thatpupils have made towards themduring the lesson.Pupils are encouraged to lookback to previous work/photos/records to see how much progressthey have made.Half-termly or termly selfassessment sheets are used forpupils to assess their progress –a range of recording methodsis accepted.Pupils know where they arein relation to learning aimsStill or video images can be used tobuild a visual or audio-visual recordof pupils’ progress in developingnew skills.Revisiting a mind map of the samearea of learning, say after threeweeks of studying a topic in PE,can be a good way of assessing through the added ‘branches’ of themap how pupils’ understandingof concepts is developing. Thisapproach can be particularlyvaluable for pupils for whomoral and written communicationpresent a barrier, as pictures andsymbols can be included.Including pupils with SEN and/or disabilities in primary physical education18
Formative assessment/assessment for learningGiving feedbackMarking and other feedback helpspupils improve their performance.Feedback is given in an appropriateform – verbally, in writing.Physical educationObserved Tried outGiving feedbackSpecific, rather than general,feedback is given. Comments arepositive, explicit and evaluative.Emphasis is on the pupils’ progressand achievement. Weaknessesare presented as areas fordevelopment. Opportunities areoffered for pupils to attempta piece of work again. Theseapproaches are particularly usefulfor pupils who find it difficult toreceive comments about improvingtheir work.Praise is given discreetlywhere pupils find public praiseembarrassing or difficult.Understanding assessmentcriteriaThe number of goals/assessmentcriteria is kept small.Understanding assessmentcriteriaTeachers talk to pupils about whatthey are trying to achieve.Pupils are involved in setting theirown goals. Some pupils may find itdifficult to understand the need fortargets. Others may need time andsupport in target setting.Self-assessment and peerassessment are encouraged. Pupilsare taught to use the language ofassessment, eg “better ”.Peer marking is encouraged, wherebuddies can evaluate each other’swork in relation to success criteria.Including pupils with SEN and/or disabilities in primary physical education19
Formative assessment/assessment for learningReviewing progress and helpingpupils to improveTeachers’ responses to pupils’ errorsrecognise, value and build on thethinking that led to them.End-of-lesson discussion considersthe ways of working the class hasfound fruitful or difficult. Pupils areasked, for example:"" which key words, concepts,skills or processes were difficultand why, and how this could beimprovedPhysical educationObserved Tried outReviewing progress and helpingpupils to improveFor example, ask pupils which keywords, concepts, skills or processeswere difficult and why, and howthis could be improved. Ask themwhich parts of a task slowed themdown and what could be done tomake things go more efficiently eg using a ball of a particular colour,or using a batting stand."" which parts of a task slowedthem down, and"" what could be done to makethings go more efficiently.Some pupils may have anxietiesabout planning to improve,especially if it involves editingor redoing a task. Pupils areencouraged to see how they’veimproved on their previous best.Gathering assessment evidenceA range of sources of assessmentevidence is drawn upon.Gathering assessment evidenceAssessment looks at what pupilsknow and can do, not at labelsassociated with SEN and/ordisabilities.Notes made about individualpupils’ difficulties/successes inthe lesson take account of theiroral contributions as well as theirwritten work.Including pupils with SEN and/or disabilities in primary physical education20
MotivationMotivationPhysical educationUnderstanding the structureof the lessonPupils are clear about the durationand overall structure of the lesson.Visual timetables or other devicesare used to indicate the structureand progress of lessons.Understanding the structureof the lessonRelevant and motivating tasksTasks motivate pupils. They:Relevant and motivating tasksObserved Tried out"" stimulate interest andenthusiasm"" are challenging but manageable"" draw on real and familiarcontexts"" are relevant to pupils’ lives, and"" build on previous learning inthe s
2 Removing barriers to the primary physical education . curriculum for pupils with SEN and/or disabilities. 6. 3 Self-audit for inclusive physical education lessons: planning teaching, learning and support . 7. 4 Physical education and Every Child Matters. 24. 5 Early development in the National Curriculum: the P scales for physical education. 26
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