“When Physical Educators let pupils “pass” it makes them outsiders”- A sociological analysis of pupils with autism and ADHD in physical education (PE) at primary schools in Denmark

It was decided by law in Denmark in 2012 that more children diagnosed with Autism and ADHD were to be included in primary schools. Autism and ADHD are disabling conditions that affect social communication, interaction and often also motor skills and cognition (Harvey & Reid, 2003; Verret, 2010). In a Danish inclusion survey filled out by parents of children primarily with autism and ADHD in the Danish primary schools (2016), 25 % report that their child is excluded from PE. Thus, it can be a challenge for these children to participate and be included in PE. The overall research question is: What are the possibilities and constraints of including pupils with autism and ADHD in PE? The empirical research takes place in ordinary classes at two different primary schools in Aalborg in Denmark. A process-oriented methodology will be used (Baur & Ernst, 2011). The methods of the research are field study, 11 semi-structured interviews with pupils with autism or ADHD, and four focus group interviews with the PE teachers. The empirical framework will be analyzed by use of process-sociologist Norbert Elias’ theory of The Established and the Outsiders (Elias & Scotson, 1994) and micro-sociologist Erving Goffman’s theory about Stigma (2014). The physical educator’s intention of accommodating the included pupils may instead end up constraining the pupils’ possibilities for being included in PE. According to the PE teachers it is difficult to include these pupils, so often they let them “pass”, which makes them less part of the “we”-relation in PE.