Including Students with Special Educational Needs in Physical Education: An Analysis of the Current Finnish National Core Curriculum

Autor/inn/en	Mihajlovic, Christopher; Meier, Stefan
Titel	Including Students with Special Educational Needs in Physical Education: An Analysis of the Current Finnish National Core Curriculum
Quelle	In: Curriculum Journal, 33 (2022) 2, S.279-296 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mihajlovic, Christopher) ORCID (Meier, Stefan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.156
Schlagwörter	Special Education; Inclusion; Special Needs Students; Foreign Countries; Competency Based Education; Nationalism; Sex Role; Cultural Pluralism; Physical Education; Educational Policy; Content Analysis; National Curriculum; Professional Autonomy; Finland + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Sonderpädagogischer Förderbedarf; Ausland; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Nationalismus; Geschlechterrolle; Kulturpluralismus; Körpererziehung; Sportunterricht; Politics of education; Bildungspolitik; Inhaltsanalyse; Berufsfreiheit; Finnland
Abstract	The present article draws attention to the latest curriculum reform in Finland, which came into effect in August 2016 and promoted a shift towards a competency-based curriculum which highlights diversity as a positive resource. The main aim of this study was to gain insights into the understanding of 'inclusion' within the context of PE policy in Finland and particularly focuses on the inclusion of students with special educational needs (SEN). This research focuses on PE, because the subject is still shaped by underlying sentiments representing traditional values such as nationalism and given gender roles which seem to contrast with the conceptualization of inclusion. Therefore, the current Finnish NCC (of PE) has been qualitatively content analysed adopting a deductive-inductive approach. The findings demonstrate that the official documents build upon a broad understanding of inclusion and diversity, which is not only restricted to students with disabilities. However, the PE curricula provide few practical implications for teaching in diverse classes which may stem from inconsistency across the analysed documents in considering diversity issues. We conclude that the Finnish curriculum leaves room for teachers' pedagogical autonomy, but further research is needed to explore how it frames their possibilities to work inclusively in practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01