ABSTRACT
It is recognised that learning has physical, cognitive, social, and emotional dimensions. Consequently, teachers need to think about how to develop intellectual and mental representational skills alongside consideration of the social environment within which learning takes place and the individual needs of the child. Pupils with SEND, like their age-peers, learn in different ways and it is important to acknowledge that this is affected by relationships with teachers. Thus, the aim of this chapter is to help teachers to gain a sound grasp of a wide array of issues and concepts in order to maximise children’s physical, social, intellectual and emotional development so that effective learning and engagement take places among pupils with SEND in PE.
