Inclusion has become a central theme in education, and nowhere is this more evident than in the efforts of Dr. Frances Murphy and Susan Marron from the School of Arts Education and Movement at Dublin City University’s Institute of Education. In their conversation with Disability Matters, the two educators shared how their work in physical education (PE) has evolved to meet the diverse needs of children in Irish primary schools.
Frances, a primary school teacher with a background in camogie and athletics, and Susan, a secondary PE teacher with an athletics and tennis background, both emphasised that their journey into inclusive physical education began with first hand classroom experience. While neither has a lived experience of disability, both have spent years developing and adapting their teaching to better support children with various needs—and now they’re empowering the next generation of teachers to do the same.
Back in 2013, Susan and Frances conducted research that showed a simple but powerful insight: student teachers often talked to the class teacher or special needs assistant during school placements—but rarely to the children themselves. “And that’s where we began,” Susan explained. “We started encouraging student teachers to talk directly to the children with additional needs. Ask them what they enjoy. Ask them what helps. The child knows.”
Inclusion in PE presents unique challenges. With 30 or more children in a class, each moving in different ways, teachers often feel overwhelmed.
“Teachers want to include all children—they just don’t always know how,” Susan noted. “That’s where we come in. Our job is to help them onto that first rung on the ladder.”
Susan and Frances have led several research projects to support inclusive teaching, including the widely cited 2013 paper Providing Good Day Physical Education Experiences for Children with Special Educational Needs in Mainstream Schools, co-authored with Dr. Michael O’Keeffe.
Their recent research includes practical tools for primary teachers: a set of YouTube videos showcasing teachers adapting PE lessons for students with autism, visual impairments, and physical disabilities for example. They developed these resources to meet an increasing demand from students and teachers who needed practical, real-world guidance.
“Inclusion is not a one-size-fits-all model,” Susan said. “What works for one child might not work for another. But we can all learn to adapt content, equipment, and our communication style to better meet every child’s needs.”
The educators draw heavily from frameworks like Universal Design for Learning (UDL), which encourages varied teaching methods, environments, and forms of expression by children.
“A child might not be able to say what they learned—but they might show you,” Frances explained. “That’s why it’s so important to give all children different ways to engage and express themselves.”
Recent Erasmus+ research led by Susan and Frances has further informed their teaching. The project, Disentangling Inclusion in Primary PE, highlighted three essential factors for successful inclusion: the curriculum design, the teacher-student relationship, and the design of the environment. The research concluded that “In some classrooms, up to five children have additional needs. These may be physical, emotional, social, or motor-related,” said Susan. “But even beyond that, every child learns differently.”
The toolkit developed through this project—available online—offers tailored guidance to help teachers adapt lessons for children with visual impairments, mobility challenges, medical needs, and more.
DCU’s work is not limited to theory. All student teachers complete inclusive teaching placements, and some final-year theses focus on inclusion. Recent student research has included:
- Interviews with teachers about how to better support students with visual impairments.
- Collaborations with children with intellectual disabilities in mainstream post-primary schools.
- Ongoing projects with Vision Sports Ireland and the Irish Primary PE Association.
“The real impact of inclusion goes beyond school,” Frances said. “When a child with a disability is included in PE, they’re not just learning to move—they’re building friendships, confidence, and a sense of belonging.”
And the team’s efforts are gaining international recognition. Recently, Frances and Susan attended the International Symposium of Adapted Physical Activity in Tralee, where global leaders discussed innovations in inclusive sport—such as hiking equipment for people with visual impairments and inclusive playground designs.
“The world is starting to understand that inclusion isn’t just an add-on—it’s fundamental,” Susan said. “Physical education is where it starts for many children. And if we can make it inclusive, we can change lives.”
One of the most powerful messages from their work? It’s those small changes—like offering different size bats in a game of rounders or ensuring all children have a turn—can make a world of difference.
“Inclusion is not just about physical ability,” Frances added. “It’s about every child feeling seen, respected, and valued.”
To learn more, visit the resources below
📌 Resources:
- Disentangling Inclusion in Primary Physical Education (2021).
- Irish Primary PE Association
- Marron, S., Murphy, F., & O’Keeffe, M. (2013) ‘Providing “good day” physical education experiences for children with SEN in mainstream Irish primary schools’. REACH – Journal of Inclusive Education in Ireland, 26 (2).
- Marron, S. (2023). Moving Forward with Inclusion in Physical Education in Ireland. REACH Journal of Inclusive Education in Ireland, 36 (1) 45-60.
- Marron, S., Murphy, F., Pitsia, V., & Scheuer, C. (2023). Inclusion in Physical Education in primary schools in Europe through the lens of an Erasmus+ partnership. Education 3-13,51(5), 715-730.
- Marron, S. and Gallagher, S. (2021). Inclusion in Physical Education: A Primary Teacher’s Actions.
- Marron, S. and Kelly, R. (2018). Inclusion in physical education: Dancing with your eyes.
Marron, S. and McBride, C. (2020). Inclusion in Physical Education: A Primary Teachers Actions.
Disability Matters airs every Thursday at 4PM on Phoenix 92.5FM, with repeats on Monday at 3PM and Tuesday at 7AM & 3PM. Podcast available after each show on Mixcloud and on bcil.ie/radio.