Janine Coates

Empowering children with special educational needs to speak up: experiences of inclusive physical education

Purpose. The inclusion of children with special educational needs (SEN) has risen up the political agenda since the return of the Labour Government in 1997. This has seen increasing numbers of children with SEN being educated within mainstream schools. Method. This study examines the perspectives of children with SEN attending both mainstream and special schools in relation to their experiences of physical education (PE). Results. Findings demonstrate that children with SEN in both mainstream and special schools enjoy PE, although issues were raised in mainstream schools regarding bullying and the appropriateness of activities in PE lessons. The findings show how children offered suggestions about how to improve PE and make it more beneficial. The findings identify how children are empowered through consultation, and are aware of their needs and abilities. Conclusion. As such it is evident that schools and those supporting inclusive physical activity for children with SEN must use consultation as a tool for empowering pupils as a means of providing them with choices while gaining a rich insight into their lived experiences of PE.

Practitioner Review: Pathways to care for ADHD – a systematic review of barriers and facilitators

BACKGROUND Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder starting in childhood that may persist into adulthood. It can be managed through carefully monitored medication and nonpharmacological interventions. Access to care for children at risk of ADHD varies both within and between countries. A systematic literature review was conducted to investigate the research evidence related to factors which influence children accessing services for ADHD. METHOD Studies investigating access to care for children at risk of ADHD were identified through electronic searches of the international peer-reviewed and grey literature. Databases were searched from inception till 30th April 2012. This identified 23,156 articles which were subjected to three levels of screening (title, abstract and full text) by a minimum of two independent reviewers. Due to the heterogeneity in the study designs, a narrative approach was used to present the findings. RESULTS Twenty-seven papers met the inclusion criteria; these were grouped into four main themes, with some papers being included in more than one. These were wider determinants (10 papers); identification of need (9 papers); entry and continuity of care (13 papers) and interventions to improve access (4 papers). Barriers and facilitators to access were found to operate at the individual, organisational and societal level. Limited evidence of effective interventions to improve access was identified. CONCLUSION This review explored the multilayered obstacles in the pathway to care for children at risk of ADHD and the lack of evidence-based interventions designed to address these issues, thereby indicating areas for service development and further evaluative research.

Parenting Interventions for ADHD A Systematic Literature Review and Meta-Analysis

Objective: To evaluate the evidence base relating to the effectiveness of parent-administered behavioral interventions for ADHD. Method: A systematic review of randomized controlled trials or non-randomized but adequately controlled trials for children with ADHD or high levels of ADHD symptoms was carried out across multiple databases. For meta-analyses, the most proximal ratings of child symptoms were used as the primary outcome measure. Results: Eleven studies met inclusion criteria (603 children, age range = 33-144 months). Parenting interventions were associated with reduction in ADHD symptoms (Standardized Mean Difference [SMD] = 0.68; 95% confidence interval [CI] [0.32, 1.04]). There was no evidence of attenuation of effectiveness after excluding studies where medication was also used. Parenting interventions were also effective for comorbid conduct problems (SMD = 0.59; 95% CI [0.29, 0.90]) and parenting self-esteem (SMD = 0.93; 95% CI [0.48, 1.39]). Conclusion: These findings support clinical practice guidelines and suggest that parenting interventions are effective. There is a need to ensure the availability of parenting interventions in community settings.

Paralympic legacy: exploring the impact of the Games on the perceptions of young people with disabilities

The London 2012 Olympic and Paralympic Games aimed to deliver a legacy to citizens of the United Kingdom, which included inspiring a generation of young people to participate in sport. This study aimed to understand the legacy of the Paralympic Games for children with disabilities. Eight adolescents (11-16 yr) with physical disabilities were interviewed about their perceptions of the Paralympic Games. Thematic analysis found 3 key themes that further our understanding of the Paralympic legacy. These were Paralympians as role models, changing perceptions of disability, and the motivating nature of the Paralympics. Findings demonstrate that the Games were inspirational for children with disabilities, improving their self-perceptions. This is discussed in relation to previous literature, and core recommendations are made.

A review of methodological strategies for consulting children with special educational needs in physical education

Children have the right to be consulted regarding their life choices and experiences. This has been examined in a plethora of research specific to the education of children. However, methods for engaging children with special educational needs (SEN) in research have met with mixed results. This paper explores a range of methodological strategies for consulting children with SEN about their experiences of and accessibility to physical education (PE). Based on a review of the methodological strategies, the paper concludes with proposed guidelines for including and empowering children with SEN to participate in PE research, have their voices heard and ensure teachers and schools respond effectively to their views.