A case study: Inclusion for children with psychiatric diagnosis in physical education (PE) at primary school

Publikation: Konferencebidrag uden forlag/tidsskriftAbstraktForskningpeer review


A case study: Inclusion for children with psychiatric diagnosis in physical education (PE) at primary school.Research bagground and aim:A large majority in the Danish parliament decided in 2012 that more children with special needs for example children with psychiatric diagnosis as autism spectrum disorder, ASD and attention deficit hyperactivity disorder, ADHD, are going to be included in primary school instead of going to special schools before the end of 2015 (LOV nr. 379, 2012). In August 2014 started a new Schoolreform in Denmark where the children fx are going to participate in physical activities at least 45 minutes each school day (Bekendtgørelse af lov om folkeskolen, 2014). ASD and ADHD are disabling conditions that emerge in childhood and affects social communication and interaction, and often also their motor skill performance and cognition fx. academic skills (Harvey & Reid, 2003; Verret, 2010). Therefore these children are challenged to participate in physical activity and team-based interventions at school compared to children who does not have these difficulties. In the literature there is only little attention about this problem from a qualitative and sociological perspective. The aim and research question in this study is; how the children with psychiatric diagnosis (ASD and ADHD) experiences to be social and mentally included in the physical education (PE) at school. Seen from both the childrens/the parents and the PE teacher’s perspective?Theoretical and methodology framework:My overall research design is a Case study, because the research question requires an “in-depth” description and valuable insights to the complexities of the social phenomenon of inclusion and exclusions processes (Flyvbjerg, 2006; Yin, 2014). The research focus on 11 children with psychiatric diagnosis in ordinary classes at two different schools (cases) in the municipality of Aalborg. The research is primarily based on qualitative methods:-Document analysis of political strategies of inclusion from the municipality of Aalborg and the national aim of Physical education at school from 1976-2014-Fieldobservations – primarily in the PE lessons-Qualitative interviews with the children (and parents) and the principals-Focusgroupinterviews with the PE teachers-Sociograms – of the classesThe empirical framework will be macro- and micro analyzed through sociologist Norbert Elias theory of Civilising process and Establish and Outsider groups, and micro-sociologist Erving Goffmans theory about Stigma and Dramaturgies.Expected conclusions and findings.The research is at the moment in process and the presentation will only show initial analyses:The inclusion in the PE lessons seems to deviate among the children. Some of the children participate and enjoy the PE-lessons, but the majorities of the children are challenge in these lessons, and feel often excluded by the other children (and teachers) in the team-based activities, which make their opportunities to be physical active during a school day less possible. The last six year the national aim for physical education also have focus on how to include children with special needs in PE, but it is a pure structural focus without attention to the values which can make inclusion.
Publikationsdato1 mar. 2016
Antal sider1
StatusUdgivet - 1 mar. 2016
BegivenhedNERA: Social Justice, Equality and Solidarity - Helsinki, Helsinki, Finland
Varighed: 9 mar. 201611 mar. 2016




  • udsatte børn
  • idræt
  • Børn og unge
  • folkeskolen
  • NERA

    Anette Bentholm (Oplægsholder)

    9 mar. 201611 mar. 2016

    Aktivitet: Deltagelse i eller arrangement af en begivenhed - typerKonference