ABSTRACT
In recent years, there has been an increasing level of attention paid to the nature of special educational needs (SEN) in National Curriculum physical education (NCPE). Much of this consideration has been upon the inclusion of (and planning for) children and young people with a physical disability of some kind. This focus somewhat lacks an appreciation of the wider concept of ‘need’ in NCPE. A focus upon ‘need’ in the physical domain has negated the full range of difculties which can be ascribed the label of SEN (i.e. profound and multiple learning difculties; behavioural, emotional and social difculties; and speech, language and communication needs). Each of these categories is born out of distinct variations of ‘need’, and, subsequently, the requirement for pedagogic and policy differentiation is apparent. This chapter will consider inclusive provision in primary physical education, highlighting the need for a range of ‘core learning’ opportunities for all children and young people who are considered as being on the spectrum of special educational need.
