More than advocates: Exploring the role of school adults in amplifying the physical education voices of pupils with a severe learning difficulty in a special school in England

Abstract

In England, increasing numbers of pupils are being identified with a severe learning difficulty (SLD). However, limited research has been undertaken to examine these pupils’ perspectives of education broadly and, more specifically, within the context of special school physical education (PE). While current international policy recognises the right of pupils to have a say in matters that affect them, the challenges of facilitating ‘voice’ for pupils with SLDs – particularly those who are non-verbal – can make this difficult to achieve. Key adults within a special school context (e.g. teachers, carers, support workers) play a central role in supporting pupils with SLDs’ engagement and participation in education, yet limited research has focused on the mechanisms by which they facilitate pupil voice. This study highlights the specific contribution that these practitioners can make in facilitating and amplifying the voices of pupils with SLDs. Semi-structured interviews were conducted with adults (n = 7) who support educational provision for pupils with SLDs. Findings illustrate that pedagogies exist to empower these pupils, but they are often deemed to be tokenistic. Moreover, specialist education is required for practitioners, alongside a more person-centred approach that removes pressures of time and the sole use of physical ‘voice’ to communicate. In summary, this research demonstrates that practitioners working with pupils with SLDs are crucial to them voicing their experiences and informing practice within PE.