ABSTRACT
This chapter addresses an issue of great importance and relevance for all teachers: special educational needs. It discusses the concepts of special educational needs and inclusive education, and interprets their meaning in terms of physical education provision. It goes on to suggest a range of strategies for identifying, planning and teaching for a wider range of needs in lessons. Underlying this chapter is an assumption that all pupils, whatever their ability or need, have an entitlement to a broad, balanced and dynamic physical education, and that this should ordinarily take place alongside their peers. Objectives
By the end of this chapter you should:
understand the key concepts underlying special educational needs in physical education;
understand the conditions likely to lead to a special educational need in physical education;
be aware of a range of differentiation strategies that can help the teacher to meet the needs of all pupils;
know a simple assessment procedure for identifying and addressing special needs.
