European Inclusive Physical Education Training

• Authors: Martin Kudláček , Ondřej Ješina , Pat Flannagan
• Languages of publication: EN

Abstracts

EN

The purpose of this presentation is to introduce the outcomes of the project European Inclusive Physical Education Training (EIPET; LLP/LdV/TOI/2007/IRL-502). The project aims to tackle difficulties that arise associated with the inclusion of children with disabilities into general education; and associated current deficiencies in initial and continued physical education teacher training to deal with same. The purpose of this article is to describe job specific functions, which general PE teachers can face in inclusive physical education, and related professional competencies, which teachers should acquire in their pre-service or in-service training. The functional map was developed based on the model of service delivery titled PAPTECA to reflect systematic step in teaching children with disabilities in inclusive PE. We will discuss the implication of functional map and competence framework for teacher preparation programs in light of presented barriers and facilitators of inclusive physical education. We will provide practical examples of modules and courses build on the EIPET theoretical framework. We will discuss the possibilities and limitations related to the theoretical principles, practical training and practicum experiences working with persons with disabilities as part of EIPET module (introductory APA courses).

Keywords

EN

Teachers; Competencies; Adapted physical education; Adapted physical activity

• Publisher: De Gruyter Open
• Journal: Advances in Rehabilitation
• Year: 2010
• Volume: 3
• Pages: 14-17

Dates

published

1 - 1 - 2010

online

22 - 11 - 2010

Contributors

author

Martin Kudláček

• Faculty of Physical Culture, Palacky University in Olomouc, Czech Republic

author

Ondřej Ješina

• Faculty of Physical Culture, Palacky University in Olomouc, Czech Republic

author

Pat Flannagan

• Institute of Technology in Tralee, Ireland

References

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Identifiers

DOI

10.2478/v10029-010-0003-6