Jumping the Invisible Hurdles

An assistent headteacher at a special school explains the hurdles of teaching PE to SEN children, and how to overcome the difficulties

Jumping the Invisible Hurdles: Teaching PE to SEN Children

Teaching PE to SEN childrenJoe White, assistant headteacher at a special school in Broadstairs explains the hurdles of teaching PE to SEN children, and how to overcome the difficulties. 

 

Some hurdles you can jump, you can see them, some are higher than others but generally the strategies and skills needed to complete the race are straightforward. Now for some of our students overcoming the hurdles needed to take part in that activity are huge and varied. When getting students with a range of needs to take part in PE sessions we need to adapt not only the activity but how we support the students to ensure they can overcome some of the unique challenges that come with sporting activities.

What we must never do is look at any student’s need as a limitation. Any student with or without a diagnosis may present a challenge, but that challenge is one that any passionate teacher should embrace.

I work with children who each have a diagnosis of Autism. With Autism you cannot generalise and you should never underestimate ability on any level. So these barriers may be faced by one student or many but should provide some food for thought.  

There are a number of potential hurdles a young person must negotiate before even entering the gym or sports field.

Teaching PE to SEN children

Transition to the changing room or gym itself. Ask yourself how your students feel about moving around the school. Do they start in a classroom or are they coming straight from break or lunch to get changed? My students really benefit from a visual schedule. PE is possibly one of the hardest sessions to create this for. You already have a lot of equipment to carry, you may be quite a distance from your or their base room. It could really support some students if you could immediately outline the purpose and expectations of the session. What is happening and in what order. I would suggest this is the first thing you do before even getting changed. Many students with additional needs will have a specific style of schedule. It could be a simple written list or a laminated, Velcro backed board. Spending a few minutes in September getting familiar with these and planning how you can implement them could make the year run much smoother.

The next and potentially huge barrier is getting changed. There are so many potential areas for anxiety in this activity. I personally have seen students who long to take part in PE stalled at this point. Many students I have worked with will only tolerate a limited number of clothing types or styles. Is your policy dictating they wear very specific sports kits? Do they have the option of joggers instead of shorts or basic T-Shirts instead of collared polo shirts? It sounds minor but my students struggle to communicate these requirements. What may appear as non-compliance could actually be a student communicating they don’t like the feel of the kit. For some students the feel of certain materials can be intolerable even painful. Walking in football boots is a very different feeling to shoes or trainers. Students may need support with this or the chance to practice on this skill before a ball is even introduced.

There is a certain amount of self-confidence required to tackle the world of the changing room. There is an element of banter and a variance to the communication used by peers in this environment. If you process social and communication cues differently this can be very difficult to manage. This is a tricky balance for any teacher to manage, we educate for a world outside school. It is our job to equip our most vulnerable students to manage situations like this. Are staff members present in this situation? Are private areas provided?

Physical education is not just about the physicality or skill at team games. It is about leadership, teamwork, communication, exercise, and strategy. When you are planning your curriculum look at the outcomes that are going to benefit your students. Off the pitch, track there are many essential roles that can be developed. Kit design, video analysis of performance, designing diets and warm up activities. Could the students develop and lead the drills and practice sessions? Referee and coach are core roles essential to the success of any sportsperson or team.

Just because some paperwork may say “dislikes PE” doesn’t mean that is actually case, PE is as broad a term as any in education. We need to look deeper, have high expectations and keep trying new strategies, we need to be flexible with policies and adapt everything to make sure every child is included.

 

 

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