Teaching assistants' experiences of working with pupils with disabilities in inclusive physical and sports education classes

Abstract

The research aimed to identify the experiences of teaching assistants in inclusive physical and sports education (PSE) classes in primary schools and to find ways to support pupils with disabilities. The research used a qualitative methodology and consisted of semi-structured interviews with six female teaching assistants. The results showed that teaching assistants regularly participate in PSE classes, and the needs of pupils with disabilities usually determine their presence. The most common obstacles encountered by teaching assistants were unexpected changes in the organization of the lesson, the fast pace of activities, and a lack of suitable aids for pupils with disabilities. Teaching assistants work with a diverse group of pupils with disabilities and point to the key role of an individual approach. They use clear instructions, motivation, joint exercises, providing rest, and modifying tasks as forms of support. Most teaching assistants also participate in modifying physical activities, mainly by simplifying rules and adapting sports equipment or tools. The findings point to the importance of teaching assistants in integrating pupils with disabilities into PSE and the need for better material and technical support in schools.