ABSTRACT
Over ten years ago Stein (1987) asked if there was a difference between effective PE lessons for children with special needs and PE lessons designed to be developmentally appropriate. He believed that the best knowledge and strategies from everyday PE lessons had the same use in lessons for individuals with a disability. In other words, it is quality planning, teaching and evaluating that leads to a successful programme. Teaching children with special needs is simply an extension of good practice. The effective PE teacher employs practices that emphasise a differentiated approach to instruction and skill level, contained within the learning objectives. The PE teacher considers preparation time; positive attitudes and expectations to the child and his learning; the amount and quality of time spent in learning; and a conducive learning environment to be the most important ingredients of good teaching practice. Whilst these points do not represent new information to teachers, they are critical variables in quality teaching. The task now is to identify practices that are best suited for individuals with special needs. With a philosophy that believes and advocates that all children are capable of learning, participating, and will benefit from doing so, the next step is to teach. Think of yourself as the PE teacher and assess your abilities to provide PE lessons based upon information from varied resources; your ability to alter, adapt and apply this information to specific requirements based upon an understanding of motor development, and sound teaching strategies. Ask yourself if you are organised, flexible and ready to learn more?
