More often than at mainstream primary schools, physical education in special (primary) education and practical education is taught by specialist physical education teachers. School leaders in special (primary) education and practical education consider learning to participate in sports and physical activity well important, but clearly less so than school leaders at mainstream schools. They place relatively more importance on social development and learning to interact well with others.
This is shown by the first follow-up measurement of physical education and sport in special (primary) education and practical education, conducted by the Mulier Institute. In this follow-up measurement, the current state of physical education and sport was mapped for the second time from the perspective of school leaders.
Special primary education, special education and practical education focus on children and young people with special needs due to a disability, learning difficulties or behavioural problems. Different emphases are placed in physical education for these children than in mainstream education. Individual attention for pupils during physical education is considerable. Lessons are adapted to the abilities and level of the children, and comparatively much remedial motor training is provided. However, a considerable amount of the scheduled lesson time has to be spent moving between locations and changing clothes.
In practical education schools too, the emphasis is on social learning objectives. After the first year, attention to sport and physical activity within practical education declines. Many school leaders consider the lesson time in the upper years insufficient. Extracurricular sports provision is not very regular and, according to school leaders, physical activity and sport are not at the centre of attention.
Click here for the report ‘Physical education and sport in special education’.