Module Details

Module Code: SPRT7046
Title: Inclusive & Adapted PE & PA
Long Title: Inclusive and Adapted PE & PA
NFQ Level: Intermediate
Valid From: Semester 2 - 2024/25 ( January 2025 )
Duration: 1 Semester
Credits: 5
Field of Study: 8130 - Sports and Recreation
Module Delivered in: no programmes
Module Description: This module aims to prepare students for working with a range of abilities and special educational needs in the context of physical education and physical activity.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Explain the terms inclusive and adapted physical activity, related theories, and their application in the context of physical education lessons and physical activity.
LO2 Identify and explore the policies and legislation relating to the education of individuals with special educational needs in Ireland with specific focus on physical education and physical activity.
LO3 Determine and discuss the causes of various special educational needs and the implications for participation in physical education and physical activity.
LO4 Identify the barriers impacting on physical education and physical activity participation among individuals with special educational needs.
LO5 Apply knowledge of the needs and capabilities of individuals with special educations needs to effectively plan, teach, and assess a range of appropriate physical education and physical activity lessons/sessions.
LO6 Use knowledge of theory and practice to critically evaluate the effectiveness of a range of appropriate physical education activities in relation to creating an inclusive environment.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Policy and provision for people with disabilities in Ireland
Irish policy and legislation affecting inclusion in physical education and physical activity, contextualised within wider international developments (e.g., UN Convention on the Rights of Persons with Disabilities). Current participation levels, barriers to participation, and inclusion strategies.
Spectrum of special educational needs
Developmental disabilities, physical disabilities, sensory impairments, learning disabilities, emotional and behavioural challenges, communication challenges, chronic health conditions, mental health conditions.
Planning, teaching and assessment implications
Understanding individual needs, developing inclusive learning outcomes and environments, the use of differentiated instruction, adapting equipment and activities, organisation and management of lessons, encouraging self-advocacy, employing inclusive and holistic assessment practices.
Inclusive activities
Development of inclusive strategies and activities through the application of key theories, models, and frameworks (e.g., the Inclusion Spectrum, STEP, TREE framework etc.) to physical activities.
Practical application and experience
Practical application and experience working with individuals with special educational needs in physical education and physical activity lessons.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Project % of Total Mark 40
Timing n/a Learning Outcomes 1,2,3,4
Assessment Description
The learner will submit a project based on research within a chosen category of disability as it relates to physical education and physical activity.
Assessment Type Practical/Skills Evaluation % of Total Mark 60
Timing n/a Learning Outcomes 5,6
Assessment Description
The learner will be assessed teaching a group of individuals with disabilities in a physical education/physical activity practical setting.
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Classroom based Every Week 1.00 1
Lab Contact Practical sports hall based sessions Every Week 2.00 2
Independent & Directed Learning (Non-contact) Non Contact Library and internet based learning Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Classroom based Every Week 1.00 1
Lab Contact Practical sports hall based sessions Every Week 2.00 2
Independent & Directed Learning (Non-contact) Non Contact Library and internet based learning Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Foster, R. and Barber, L. (2021), Physical Education for Young People with Disabilities, Routledge, London.
  • Hodge, S. R., Lieberman, L. J., & Murata, N. M. (2017), Essentials of teaching adapted physical education: Diversity, culture, and inclusion, 2nd. Routledge.
  • Lieberman, L. J., & Houston-Wilson, C. (2020), Strategies for inclusion: Physical education for everyone, 4th. Human Kinetics.
  • Sherrill, C. (2004), Adapted physical activity, recreation, and sport: Crossdisciplinary and lifespan, 6th. McGraw-Hill.
  • Vickerman, P. & Maher, A. (2018), Teaching Physical Education to Children with Special Educational Needs, Routledge, London.
  • Winnick, J. P., & Porretta, D. L. (2016), Adapted physical education and sport, 6th. Human Kinetics.
Recommended Article/Paper Resources
  • Tarantino, G., & Neville, R. D. (2023), Inclusion of children with disabilities and special educational needs in physical education: An exploratory study of factors associated with Irish teachers’ attitudes, self-efficacy, and school context, Irish Educational Studies.
  • Marron, S. (2023), Moving forward with inclusion in physical education in Ireland, REACH Journal of Inclusive Education in Ireland.
  • Crawford, S. (2011), An examination of current adapted physical activity provision in primary and special schools in Ireland, European Physical Education Review.
Other Resources