ABSTRACT
This chapter focuses on pupils with physically disabling conditions in order to demonstrate the development from this position of placement according to category. This choice of focus on pupils with physical disabilities creates the greatest challenge for teachers whose emphasis is on developing physical coordination and skills within the context of the education of the whole child. Good mainstream schools will have a broad and exciting Physical Education (PE) curriculum. It demands first of all teacher commitment which will then result in appropriate assessment of need, good planning for differentiation according to pupil competences and finally, flexibility in delivery. Since the Education Reform Act 1988, all pupils have a curriculum entitlement which includes PE. The effort to include all pupils into good and broad programmes of physical education, needs to be seen as an effort of will but one which is an equal opportunities issue.
