ABSTRACT
The aim of this chapter is to ease the reader into some of the main issues and challenges associated with ‘teaching physical education (PE) to children with special educational needs (SEND)’ by drawing on relevant policy and strategy relating to the topic. More specifically, an exploration of the rise of the political and statutory inclusion agenda is provided as a context for the teaching of children with SEND in PE, before the national curriculum for physical education and teachers’ standards are explored in relation to the expectations placed on teachers when it comes to inclusion. A critical overview of teacher education for inclusion is then provided in order to explain the ways in which teacher educators endeavour to prepare PE teachers for their role as inclusive educators.
