Browsing by Author "Nätkynmäki, Iida"

Objective of the study. Inclusion is a way of thinking which aims at equality and equal opportunities to participate in both school and society on a larger scale. Teaching should be arranged by paying attention to pupils’ individuality and equality. This also applies to physical education. Differentiating means making participation and individual progress of every pupil possible and it can be used in teaching to take everyone’s needs into account. The aim of this study was to examine and describe the ways of differentiation in physical education and the benefits and challenges of inclusive physical education. The purpose is to raise awareness of the effects of inclusive physical education and awareness of teachers’ ability to respond to the needs of a heterogeneous group of pupils in physical education. Methods. This study was carried out as a qualitative study using phenomenological-hermeneutical approach. The data was collected by interviewing three primary school teachers in February 2016. The interview consisted of open-ended questions and they emphasized the teachers’ conceptions of differentiation in physical education and inclusive physical education. The data was analysed by using content analysis. Results and conclusions. According to the teachers, differentiation means making the participation of every pupil possible and paying attention to individual needs. Frequently mentioned ways of differentiation were different kinds of groupings, alternative tasks, adapting the tasks using equipment and changing the rules and special needs assistants. According to the teachers, inclusion means equality and teaching according to pupil’s individual skills. Cooperation and participation, improvement in attitudes, stronger self-esteem for a pupil with special needs and better social-emotional skills were mentioned as benefits of inclusion. Challenges caused by inclusion were difficulties in planning, insufficiency of professional skills, lack of resources and motivating all of the pupils. The results can be utilized when planning physical education that suits everyone and takes the needs of a heterogeneous group into account.