Philip Vickerman

Student perspectives on formative peer assessment: an attempt to deepen learning?

Peer assessment is a common form of shared learning in which students provide feedback on each others work. Peer assessment takes many forms; and involves students and tutors taking various roles at different stages of the process. This study explores the views and opinions of undergraduate students in relation to their perceptions and experiences of formative peer assessment introduced as a learning development opportunity for the first time. The study found that on the whole formative peer assessment was a positive experience in enhancing students learning and development. However, consideration needs to be taken to address individual learning styles, as a limited number of students found the process to be less useful. Consequently, when tutors are constructing peer assessment strategies they should be cognisant at the planning stage of the variety of learning styles that are evident in order to maximise the development opportunities this can bring to students.

Hearing the voices of disabled students in higher education

Since the return of the Labour government to power in the UK in 1997 issues of social inclusion have risen up the political and statutory agenda within higher education (HE). This study reports the findings of disabled students lived experiences and views of transition from induction through to employability within one HE institution. The study examined the perspectives of disabled students via a questionnaire and face‐to‐face interviews. It found that there was still much work to be done in levelling HE experiences for disabled students and identified five key issues that should be addressed in order to enable access and entitlement to HE. These are pre‐course induction support, commitment by HE institutions to facilitating barrier free curricula, consultation with disabled students, institutional commitment to develop support services and embedding of personal development planning.

Training physical education teachers to include children with special educational needs: Perspectives from physical education initial teacher training providers:

The term inclusion has been subject to extensive debate in terms of its definition, interpretation and delivery in relation to children with special educational needs (SEN) in physical education (PE). This study explores the views and experiences of teacher trainers in their role of preparing secondary PE trainees for the inclusion of children with SEN. The data are analysed on the basis of questionnaire responses from 24 English teacher-training providers and five face-to-face interviews with academic staff responsible for SEN. The study found that while inclusive PE is supported wholeheartedly, there is inconsistency in the amount of time spent addressing this issue and the nature of curricular content. Consequently, teacher trainers need to review their approaches in preparing PE teachers for their work in schools and an eight-step framework is proposed to identify how the philosophy and practice of inclusion might be considered.

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.

English learning support assistants’ experiences of including children with special educational needs in physical education

According to Blatchford, learning support assistants (LSA) in schools within England comprise of a quarter of their workforce. In recent years, the inclusion of children with special educational needs (SEN) in mainstream school settings has seen significant rises. Furthermore, the English government has raised expectations on the amount of physical education (PE) and school sport young people should engage in. This study examined the views, opinions and experiences of LSAs within England in relation to their perceived competence and confidence in supporting children with SEN in PE. Previous studies by Smith and Green, Morley et al. and Vickerman have noted widespread lack of training and professional development not only for LSAs, but also for PE teachers. Research by Morley et al. also indicates LSAs are more prevalent in other areas of the school curriculum than PE. This study surveyed 500 LSAs via a questionnaire in primary, secondary and special schools in England with a response rate of 142 (28.4%). This was followed up with interviews. The study found 63.3% of LSAs had received generic SEN training, whilst only 5.5% had received PE specific training. Of the 5.5% who received PE specific training 70.5% found it useful. Findings indicate best practice occurred when LSAs and PE teachers worked collaboratively in pedagogical planning and delivery. A model of effective LSA support for children with SEN in PE is proposed through which government and schools should consider adopting this model as a mechanism for reflecting, refining and delivering effective PE.

Including Children with Special Educational Needs in Physical Education: Has Entitlement and Accessibility Been Realised?.

The return of the Labour government to power in 1997 brought an increased focus upon inclusive education for children with special educational needs (SEN). Alongside this there has been a desire to enhance the opportunities young people have to access physical education (PE) and school sport. Previous research has shown that children with SEN often have fewer opportunities to access physical activity due to physical, social and emotional barriers to participation. With the advent of a new Con–Lib-Dem government in 2010 and a planned review of inclusion policies and practices, this paper examines the extent to which children with SEN have arrived at utopia in relation to their entitlement and access to PE. The paper identifies four themes central to successful inclusive PE, whilst suggesting there is still some way to go for children with SEN to have the same opportunities in physical activity as their non-disabled peers.

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.

Teacher immediacy: reflections on a peer review of teaching scheme

Using a qualitative approach drawing on the experiences of four HE lecturers, this study provides an exploration of and insights into a peer review of teaching (PRT) scheme, which focused on teacher immediacy and communication skills. Within the United Kingdom, limited research has been undertaken in relation to teacher immediacy even though international research, particularly in the United States, suggests it enhances lecturer–student interaction. The study identified three key factors that can enhance teaching through the development of immediacy skills. These were: voice and verbal qualities; body language; and location in the teaching space and environmental factors. This article suggests that, based on the evidence from the four lecturers, any PRT scheme that wishes to focus upon enhancing teacher effectiveness should consider addressing these themes in order to facilitate enhanced lecturer–student interaction.

Ideology influencing action: special educational needs co‐ordinator and learning support assistant role conceptualisations and experiences of special needs education in England

One outcome of England’s Code of Practice (DfE, 1994) was an increase, first, in the number of learning support assistants (LSAs) working in mainstream schools and, second, the establishment of the role of special educational needs coordinator (SENCO). Semi-structured interviews were conducted with SENCOs and LSAs to explore: (1) why they chose their occupation; (2) how they conceptualise their role; and (3) the decisions they make when endeavouring (or not) to cultivate an inclusive culture in schools. Many SENCOs sought the role in order to increase the educational attainment and life chances of pupils with special educational needs and/or disabilities (SEND). Inclusive concepts such as fairness, equality and social justice underpinned their rationales. LSA justification was more pragmatic and often related to how the role would help them to achieve a further career ambition, or because it was compatible with personal circumstances. Younger participants thought that they could strengthen their teacher training applications by using the role of LSA to gain more experience working in schools generally, and with pupils with SEND in particular. The role of both SENCO and LSA has been found to be extremely diverse in England, depending largely on the needs and resources of the schools in which these two groups find themselves.