Ahnfeld, T. (2018)

Visuelle Unterstützung beim Anleiten von Kleinen Spielen für sprachlich heterogene Lerngruppen [Visual support for teaching small games to learning groups being heterogenic in language]. Master Thesis. University of Leipzig.

Alvare, S., Dugan, D., & Fuzy, J. (2005)

Nursing Assistant Care. Albuquerque, New Mexico: Hartman Publishing.

Allen, P. J., Vessey, J. A., & Schapiro, N. (2009)

Primary care of the child with a chronic condition. St. Louis, Missouri: Elsevier Health Sciences.

Australian Sports Commission (2010)


Block, M. (2016)

A teacher’s guide to adapted physical education: Including students with disabilities in sports and recreation. Baltimore: Brookes.
This book is helpful in providing guidance on inclusive PE lessons. Chapters on Curricular and Game and Sport modifications are particularly useful in presenting adaptations for children with a physical disability. Regular references to research strengthen the theoretical basis for inclusion and strategies to promote inclusion. Particular sections focus on promoting understanding of the causes, incidence, treatment, health and medical issues that impact on children’s inclusion.


Cahill, Justin. (2019, September 10)

Roll and Go! [Twitter Post]

Commodari, E. (2012)

Attention Skills and Risk of Developing Learning Difficulties.
Current Psychology

Coutinho, Reis, da Silva, Miranda, & Mallory-Diniz (2018)

Coutinho, T. V., Reis, S., da Silva, A. G., Miranda, D. M., & Malloy-Diniz, L. F. (2018). Deficits in Response Inhibition in Patients with Attention-Deficit/Hyperactivity Disorder: The Impaired Self-Protection System Hypothesis. Frontiers in psychiatry, 8, 299.

Commodari, E., & Guarnera, M. (2005)

Attention and reading skills. Perceptual and Motor Skills


De Corby, K., Halas, J., Dixon, S., Wintrup, L., & Janzen, H. (2005)
Classroom Teachers and the Challenges of Delivering Quality Physical Education. The Journal of Educational Research, 98(4), 208-220.
Durlach, F.-J., Kauth, T., & Lang, H. (2006)

Das chronisch kranke Kind im Schulsport – Handreichung für Sportlehrerinnen, Sportlehrer und Eltern [The chronically ill child in school sport – handout for physical education teachers and parents]. Stuttgart: Ministerium für Kultur, Jugend und Sport Baden-Württemberg.


Edwards, W. H. (2010)

Motor learning and control: From theory to practice. CA: Wadsforth Cengage Learning Inc.

Eisenberg, N. (2005)

The development of empathy-related responding. In G. Carlo & C. P. Edwards (Eds.), Moral motivation through the life span (pp.73-117). Lincoln, NE: University of Nebraska Press.


Farrell, A. M. (2013)

Suzanna Case Study Profile. Unpublished. Dublin: DCU, School of Inclusive and Special Education.

Florian, L. (2015)

Conceptualising inclusive pedagogy: The inclusive pedagogical approach in action. In J. M., Deppeler, T., Loreman, R., Smith & L., Florian (eds), Inclusive Pedagogy Across the Curriculum. Vol. 7. (pp. 11-24). Bingley: Emerald Group Publishing Limited.


Graham, G., Holt/Hale, S., & Parker, M. (2010.)

Children Moving: a Reflective Approach to Teaching Physical Education. New York: McGraw-Hill.

Gallahue D., & Cleland Donnelly, F. (2003)

Developmental Physical Education for All Children. Champaign: Human Kinetics.

Grenier, M., & Liberman, L. (Eds) 2018

Physical Education for Children with Moderate to Severe Disabilities. Human Kinetics.


Hellison, D. (2011)

Teaching responsibility through physical activity. Champaign, IL: Human Kinetics.

Horvat M., Croce, R., Pesce, C., & Fallaize, A. (2019)

Developmental and adapted physical education (6th ed.). New York: Routledge.
This book is helpful in defining particular developmental stages of children and in outlining key teaching strategies when teaching children with congenital and acquired impairments. Use of exemplars provide helpful scenarios where the focus is on the capacity of the child.


I CAN (2019)

Talking Point – Useful Information.

Israel, M., Ribuffo, C., & Smith, S. (2014)


Jacobs, F. (2016)

Addressing and navigating the social domain in sport: Coaches and physical education teachers. Enschede: Gildeprint.


Kennedy, P. (Ed.) (2012)

The Oxford handbook of rehabilitation psychology. Oxford University Press.


Leary, T. (1957)

Interpersonal Diagnosis of Personality, A functional Theory and Methodology for Personality Evaluation. New York: The Ronald Press Co.

Lieberman L., Brian A., & Grenier M. (2017)

The Lieberman–Brian Inclusion Rating Scale for Physical Education. European Physical Education Review, 25(1), 1-14.

Lieberman, L., & Houston-Wilson, C. (2009)

Strategies for Inclusion: A Handbook for Physical Educators. New York: Human Kinetics.

Lieberman, L., & Greiner, M. (2019)

Infusing Universal Design for Learning into Physical Education professional Preparation Programmes. Journal of Physical Education, Recreation and Dance.

Lieberman, L., Lytle, R., & Clarcq, J. A. (2008)

Getting it Right from the Start. Employing the Universal Design for Learning into your Curriculum. Journal of Physical Education, Recreation and Dance.


Morgan, P., & Bourke, S. (2005)

An investigation of pre-service and primary school teachers’ perspectives of PE teaching confidence and PE teacher education. ACHPER Healthy Lifestyles Journal.

Meyer, A., Rose, D. H., & Gordon, D. (2014).

Universal design for learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing

Moloney-O’ Regan, S. J., & Marron, S. (2020)

Including a child with a Hearing Impairment in the PE lesson. Intouch.

Morrison, H., & Gleddie, D. (2019)

Interpretive case studies of inclusive physical education: shared experiences from diverse school settings, International Journal of Inclusive Education.


National Council of Curriculum and Assessment (NCCA) (2010b)

Curriculum Overload in Primary Schools: an overview of national and international experiences.

NHS (2017)

National Health Service (NHS) (2017). Irritable bowel syndrome

Nolte, E., & McKee, M. (2008)

Caring for People with Chronic Conditions: A Health System Perspective (European Observatory on Health Systems and Policies series). New York: McGraw-Hill Education.

National Council of Curriculum and Assessment (NCCA) (2010a)

Curriculum Overload in Primary Schools: experiences and reflections from the learning .

National People with Disabilities and Carer Council (2009)

National Disability Policy – A Progress Report. Washington DC: National Council on Disability.


Overton H., Wrench A., & Garrett R. (2017)

Pedagogies for inclusion of junior primary students with disabilities in PE. Physical Education and Sport pedagogy.


Perrin, J. M. (2002)

Health services research for children with disabilities. Milbank Quaterly.

Professional Development Service for Teachers Primary School Sports Initiative (n.d.)
Perrin, J. M., Bloom, S. R., & Gortmaker, S. L. (2007)

The increase of childhood chronic conditions in the United States. The Journal of the American Medical Association.


Rapp, W. H., 2014

Universal Design for Learning in Action: 100 Ways to Teach All Learners. Balitmore, M.D: Paul H. Brooks.

Renshaw, I.., & Chow, J. Y. (2018)

A constraint-led approach to sport and physical education pedagogy. Physical Education and Sport Pedagogy.


Simpson, K., & Mandich, A. (2012)

Creating inclusive physical education opportunities in elementary physical education. Physical & Health Education Journal, 77(4), 18-21.

STAR Institute (2020)
Stein, R. E., & Silver, E. J. (1999)

Operationalizing a conceptually based non-categorical definition: A first look at US children with chronic conditions. Arch Pediatr Adolesc Med.

Steinki, J., Kauth, T., & Ulbrich, U. (2001)

Die Förderung des Schulsports als Mittel zur Gesundheitsprävention – eine wichtige Aufgabe des Kinder- und Jugendarztes [The promotion of school sports as a means of health prevention – an important task of the pediatrician]. Kinder und Jugendarzt, 32, 562-568.


Thornton, J. S., Frémont, P., Khan, K., Poirier, P., Fowles, J., Wells, G. D., & Frankovich, R. J. (2016)

Physical activity prescription: a critical opportunity to address a modifiable risk factor for the prevention and management of chronic disease: a position statement by the Canadian academy of sport and exercise medicine. British Journal of Sports Medicine.

Tremblay, M. S., Warburton, D. E., Janssen, I., Paterson, D. H., Latimer, A. E., Rhodes R. E., … & Duggan, M. (2011)

New Canadian physical activity guidelines. Applied Physiology, Nutrition, and Metabolism.


UK NRW (Unfallkasse Nordrhein-Westfalen) (Ed.) (2016)

Gemeinsames Lernen im Schulsport. Inklusion auf den Weg gebracht. Band 1 – Grundlagen [Joint learning in school sports. Inclusion brought on the way. vol. 1 – Basics] (Prävention in NRW, no. 71). Düsseldorf: UK NRW.

UN General Assembly (1948)

Universal Declaration of Human Rights (217 [III] A). Paris: United Nations.

United Nations Economic and Social Council (UNESCO) (2005)

Guidelines for inclusion: ensuring access to education for all.

United Nations Economic and Social Council (UNESCO) (2015)

Quality Physical Education (QPE). Guidelines for policy-makers.

United Nations (1989)

Convention on the Rights of the Child. Treaty Series, 1577, 3.

United Nations Economic and Social Council (UNESCO) (2015)


Vickerman, P. (2009)

Trainee and recently qualified physical education teacher perspectives on including children with special education needs. Physical Education and Sport Pedagogy.


WHO (2002)

Innovative Care for Chronic Conditions – Building Blocks for Action (Global Report). Geneva, Switzerland: WHO.

Wrench, A., & Garrett, R. (2017)

Diversity and Inclusion. In G., Griggs & K. Petrie (Eds.), Routledge Handbook of Primary Physical Education (pp. 134-144). Abingdon: Routledge.

WHO (2020b)
Wrotniak, B. H., Epstein L. H., Dorn J. M., Jones K. E.., & Kondilis, V. A. (2006)

The relationship between motor proficiency and physical activity in children. Pediatrics.