Physical Education and Special Educational Needs with Special Reference to Individuals with Physical Disabilities : a Comparativ

Loughborough University Institutional Repository Physical education and special educational needs with special reference to individuals with physical disabilities : a comparative study of policy implementation in Taiwan and England This item was submitted to Loughborough University's Institutional Repository by the/an author. Additional Information: • A Doctoral Thesis. Submitted in partial fullment of the requirements for the award of Doctor of Philosophy of Loughborough University. Metadata Record: https://dspace.lboro.ac.uk/2134/14574 Publisher: c Ming-Yao Chen Please cite the published version. This item was submitted to Loughborough University as a PhD thesis by the author and is made available in the Institutional Repository (https://dspace.lboro.ac.uk/) under the following Creative Commons Licence conditions. For the full text of this licence, please go to: http://creativecommons.org/licenses/by-nc-nd/2.5/ -------------------- •• Loughborough - • University University Library AuthorlFiling Title """"",~,):\~,~"\,.t\l,~yY«o.",, ........................................................................................ Class Mark .....................................................................-"\ Please note that fines are charged on ALL ~ overdue items. [0 ~EFERENC '" ONLY \\111 1 PHYSICAL EDUCATION AND SPECIAL EDUCATIONAL NEEDS WITH SPECIAL REFERENCE TO INDIVIDUALS WITH PHYSICAL DISABILITIES: A COMPARATIVE STUDY OF POLICY IMPLEMENTATION IN TAIWAN AND ENGLAND by Ming-Yao Chen A Doctoral Thesis Submitted in partial fnlfiIlment of the requirements for the award of Doctor of Philosophy of Loughborough University © by Ming-Yao Chen May 2007 CcO;0G!lgn '·'·:<it~.' " Library ----- - ~- ~ =_0 __ .0JtP~~- --------- -- ------------------------ ABSTRACT Physical education (PE) for pupils with special educational needs (SEN) is an important contemporary issue for primary teachers and other practitioners. In particular, how they are to include pupils with SEN in their classroom activity is a processing concern. This study is concerned essentially with how policy influences the ability of teachers to deal with SEN' pupils in PE. It explores the relationships between education policy on SEN and its implementation within PE when SEN pupils are placed in mainstream school settings. The main aims of this thesis are to explore how 'equality' and 'inclusion' are expressed in legislation, for example the National Curriculum in England and the Grade 1- 9 Curriculum Guidelines in Taiwan, and how teachers, local education authority (LEA) Advisors, pupils with physical disability and their parents interpret policy and engage in practice for SEN. The findings of the study are intended to provide guidance on education policy needed to promote 'inclusion' and connect SEN policy and its implementation within PE. This thesis develops and utilizes a theoretical model to illustrate the 'flow' of policy from government to schools. This framework has followed Bernstein's (1990) assertion that knowledge is produced and reproduced at different sites of practice and that 'discourses' are recontextualized in each. Qualitative research methods were used to explore these relationships. The research fields were located in the Midlands in England and in the North of Taiwan and investigate LEAs and primary schools. The research employed interviews, documentary analysis and observation to explore policy and its implementation for SEN pupils from not only a 'macro' but also a 'micro' perspective. Accordingly, this thesis has explored the relationships between teachers, the learning support assistants (LSA), pupils with physical disability and their activities in PE classrooms in order to throw light on processes of inclusion within PE and the difficulties associated with policy implementation for pupils with physical disability. The findings suggest that the implementation of SEN policy within PE was driven by ideals of inclusion and attempted to achieve equality. However, SEN policy and its implementation was rendered difficult by the production and reproduction of particular understandings of inclusion, and inadequate provision (training and resource) for teachers to deal with SEN pupils in PE. Compared with teachers in England, PE teachers in Taiwan seemed to be more 'able' to include SEN pupils in PE as they were less regulated by· National Curriculum texts. Key words: PE, SEN, mainstream, inclusion, equality, LEA Advisor, LSA ii ACKNOWLEDGEMENTS During this wonderful but challenging journey, I must acknowledge those people who have assisted and encouraged me. Without them I could not have completed this thesis. First, I would like to thank the Ministry of Education in Taiwan. Without its financial support, I could not have come to Loughborough University and carry out my research. My greatest debt of gratitude go to my supervisor Professor John Evans. His encouragements and patience always inspired me to greater efforts. Without his terrific supervision, this thesis would not have been possible or presentable. Thanks go to my director of research Dr. Kathleen Armour and Mrs Di Bass. I also thank my fellow students Karen, Rachael and others who have shared their research experiences with me. Particularly, I thank all of those, in England and Taiwan, who were so generous with their time and allowed me to come into their classrooms to observe their work and to interview them. Without this help, I would not have been able to carry out this research. Finally, thanks must go to my wife Karen and my daughter Chloe. Their endless love always comforted me when I felt weary. I would like to dedicate this thesis to my mother Yu Rui and in the memory of my father Liang Hua. iii CONTENTS Page ABSTRACT ACKNOWLEDGEMENTS III CONTENTS iv LIST OF TABLES x LIST OF FIGURES Xl CHAPTERl INTRODUCTION I I 1.1 Introduction and Context I 1.2 Education Policy for Pupils with SEN in Taiwan and England 2 1.2.1 SEN Policy in Taiwan 3 1.2.2 SEN Policy in England 5 1.3 The Debates on Policy, Equality, Mainstrearning and Inclusion in Physical Education 6 1.4 Structure 'of the Thesis 10 CHAPTER 2 REVIEW OF RELEVANT RESEARCH LITERATURE ON POLICY AND PHYSICAL EDUCATION FOR SPECIAL EDUCATIONAL NEEDS 13 2.1 Introduction 13 2.2 Policy Contexts in Taiwan and England 14 2.2.1 The Legislative Context for SEN in Taiwan 14 2.2.2 The Legislative Context for SEN in England 20 2.3 Physical Education, Sport and Pupils with SEN 29 iv ------------------------------------------------------------------ 2.3.1 Physical Education and Sport 29 2.3.2 Teaching Models and Strategies in PE for SEN 31 2.3.3 From a Medical Model to a Social Model of SEN in PE 33 2.4 Equality and Inclusion within PE for Pupils with SEN 36 2.4.1 Concerning Issues of Equality for SEN 37 2.4.2 Legislation 38 2.4.3 Inclusion, Integration and Mainstreaming 42 2.5 Teacher Training for SEN 47 2.6 Research on SEN 49 2.6.1 Research on Inclusive Education in Taiwan 49 2.6.2 Research on SEN in England 51 2.7 In Summary 55 CHAPTER 3 COMPETING POLICY FRAMEWORKS IN PHYSICAL EDUCATION FOR SPECIAL EDUCATIONAL NEEDS 56 3.1 Introduction 56 3.2 Comparing Policy in Two Countries - Developing a Cross-Culture Perspective 57 3.3 Developing a Policy Framework for Pupils with SEN in PE 59 3.3.1 Policy Matters and Sociological Perspectives on SEN 59 3.3.2 The Analyses of Macro and Micro Structures within Policy and Its Implementation 63 3.3.3 Considering the Process of Policy and Implementation as the 'Duality of Structure' 68 3.4 Bernstein's Theory of Pedagogical Discourse 73 3.4.1 Bernstein's Classification and Frame 73 3.5 Sociological Perspectives on Teachers and SEN Pupils within PE 76 3.5.1 Teachers' Experiences Relating to SEN and Pupils with SEN 77 3.5.2 Reconceptualising the (Dis) Ability of Pupils with SEN 80 v ---~--~---- CHAPTER 4 RESEARCH METHODS 84 4.1 Introduction 84 4.2 The Research Questions 85 4.3 An Appropriate Research Methodology 87 4.3.1 Qualitative and Quantitative Research Methods 87 4.3.2 Reliability and Validity in Qualitative Research 90 4.3.3 The Research Strategy 94 4.4 Developing the Research 97 4.4.1 Selecting Settings and the Cases . 99 4.4.2 Composing the Interview 101 4.4.3 Observation 103 4.4.4 Children with SEN as Respondents in the Case Study 104 4.5 Data Analysis 106 4.5.1 Generalisation 109 4.6 Ethical Considerations 110 4.7 Conclusion 112 CHAPTERS THE FIELD OF KNOWLEDGE PRODUCTION: ANALYSIS OF LEGISLATION OF SEN IN TAIWAN AND ENGLAND 114 5.1 Introduction 114 5.2 Analysing SEN Policy in Taiwan 116 5.2.1 Policy,Legislation and Equality for SEN 116 .5.2.2 The Republic of China Education of Physical and Mental Impainnent Report and PE for SEN 121 5.2.3 The Grade 1-9 Curriculum Guidelines and SEN in Taiwan 122 5.3 Analysing SEN Policy in England . 128 5.3.1 Policy, Legislation and Equality for SEN 128 5.3.2 Inclusion: the Green Paper Excellence for all Children: Meeting Special Educational Needs 129 VI 5.3.3 The National Curriculum for Physical Education, Inclusion and SEN 133 5.4 In Summary 136 5.4.1 The Legislative Perspective 136 5.4.2 The Curriculum Perspective 139 CHAPTER 6 THE FIELD OF RECONTEXTUALIZATION: THE LOCAL EDUCATION AUTHORITY (LEA) AS A CONTEXT OF INFLUENCE FOR SEN 141 6.1 Introduction 141 6.2 The Advisory Teacher and the LEA Advisor 141 63 Findings and Discussion 142 6.4 Conclusion 162 . CHAPTER 7 THE FIELD OF KNOWLEDGE REPRODUCTION: TEACHING FOR INCLUSION: PUPILS WITH SEN IN PE 164 7.1 Introduction 164 7.2 Findings and Discussion 164 73 Conclusion 201 CHAPTER 8 FURTHER ANALYSIS OF SEN POLICY WITHIN

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