Professor Anthony Maher

Katie Price & Harvey: Advice on helping your disabled child reach independence

BBC - online

Parent's Toolkit spoke to Professor Anthony J. Maher - an expert in Special Educational Needs, Disability and Inclusion at Leeds Beckett University. He says: "Positive social relationships with friends, which are based on shared interests, beliefs, and experiences, are crucial to fostering feelings of belonging to groups and places. Feeling that we belong is a basic human need and therefore important to all children, including disabled children."

How physical activity can support children with special educational needs and disabilities at home

BBC - online

Typically, children with special educational needs and disabilities (SEND) would participate in physical activity outdoors and in school. Recently, school closures and restricted access to outdoor spaces such as parks has meant that parents and guardians will have to take a more active role in encouraging and supporting their children to be more active at home, especially if they are ‘shielding’.

Wilson W; Kirk N; Maher A (2023) Using Qualitative Methods Working with Individuals with Disabilities. In: Richards K; Hemphill M; Wright P ed. Qualitative Research and Evaluation in Physical Education and Activity Settings.

Maher A (2023) Deafness and Deaf culture in fitness, sport and physical education. In: Burt D; Hersman B ed. Movement in Special Populations: Fitness, Sport, and Physical Education for Individuals with Disabilities. Kendall Hunt Publishing,

Maher AJ; Haegele JA (2022) Foundational Information for Teaching Disabled Students in Physical Education. In: Teaching Disabled Children in Physical Education. Routledge, pp. 1-14.

Maher AJ; Haegele JA (2022) Research-Informed Practice in Physical Education. In: Teaching Disabled Children in Physical Education. Routledge, pp. 15-27.

Maher AJ; Haegele JA (2022) Teaching Autistic Students in Physical Education. In: Teaching Disabled Children in Physical Education. Routledge, pp. 28-39.

Maher AJ; Haegele JA (2022) Teaching Deaf Students in Physical Education. In: Teaching Disabled Children in Physical Education. Routledge, pp. 40-49.

Maher AJ; Haegele JA (2022) Teaching Students Experiencing Cognitive and Learning Difficulties in Physical Education. In: Teaching Disabled Children in Physical Education. Routledge, pp. 50-60.

Maher AJ; Haegele JA (2022) Teaching Physically Disabled Students in Physical Education. In: Teaching Disabled Children in Physical Education. Routledge, pp. 61-73.

Maher AJ; Haegele JA (2022) Teaching Blind or Visually Impaired Students in Physical Education. In: Teaching Disabled Children in Physical Education. Routledge, pp. 74-84.

Maher AJ; Haegele JA (2022) Conclusion and Recommendations. In: Teaching Disabled Children in Physical Education. Routledge, pp. 85-97.

Maher AJ; Coates JK (2020) Utilizing theory to drive research in adapted physical education. In: Routledge Handbook of Adapted Physical Education. Routledge, pp. 81-94.

Vickerman P; Maher A (2017) A Holistic Approach to Training for Inclusion in Physical Education: Policy, Practice, Challenges and Solutions. In: Morin A; Maiano C; Tracey D; Craven R ed. Inclusive Physical Activities: International Perspectives. United States of America: Information Age Publishing,

Maher A; Quinlan P; Davis J (2014) Cheating in sport: contra-normative or desirable deviance?. In: The Sports Monograph: Critical Perspectives on Socio-Cultural Sport, Coaching and Physical Education. United Kingdom: STO Publications, pp. 255-265.

Maher A; Smaje D (2010) Corruption, bribery and ‘The Arsenal’. In: The sporting image: What if?. United Kingdom: STO Publications, pp. 169-178.

Maher A (2010) Education, research and writing: A student perspective. In: The sporting image: What if?. United Kingdom: STO Publications, pp. 35-37.

Maher A; Kopczyk J (2010) Rio Ferdinand: A done deal, it’s in the bag. In: The sporting image: What if?. United Kingdom: STO Publications, pp. 179-188.

Hooper O; Quarmby T; Maher A (2023) Facilitating the Voices of Young People in Alternative Provision Settings: What Perspectives on Physical Education?. In: European Conference for Educational Research, 22 August 2023 - 25 August 2023, University of Glasgow, Scotland.

Quarmby T; Maher A; Hooper O (2023) The Landscape of Physical Education in Alternative Provision Schools: What Does it Look Like and What Are the Challenges?. In: European Conference for Educational Research, 22 August 2023 - 25 August 2023, University of Glasgow, Scotland.

Ross S; Haegele J; Maher A (2023) ‘Whose knowledge matters? Physical education teacher educator views and experiences of visual impairment simulations. In: International Symposium of Adapted Physical Activity, 25 June 2023 - 29 June 2023, Dunedin, New Zealand.

Giese M; Haegele J; Maher A (2023) An ableism critical perspective on normative movement assessment in physical education. In: International Symposium on Physical Activity and Individuals with Visual Impairments or Deafblindness, 8 June 2023 - 10 June 2023, Parma, Italy.

Maher A; Swanston D; Haegele J (2023) The nature, purpose and value of summer camps for visually impaired young people. In: International Symposium on Physical Activity and Individuals with Visual Impairments or Deafblindness, 8 June 2023 - 10 June 2023, Parma, Italy.

Maher A; Haegele J; Sparkes A (2022) Stop fearing blindness! Visually impaired people reflect on the ethics of sighted prospective teachers simulating visual impairment. In: North American Federation of Adapted Physical Activity, 11 October 2022 - 13 October 2022, Brock University in St. Catharines, Ontario, Canada.

Maher A; Haegele J (2022) Autistic youth experiences of integrated physical education using creative nonfiction: Caleb’s story. In: European Congress of Adapted Physical Activity, 9 June 2022 - 12 June 2022, Coimbra, Portugal.

Cronin L; Maher A (2021) A qualitative investigation of life skills development in physical education. In: British Psychological Association Annual Event, 15 September 2021 - 16 September 2021, Virtual.

Portman R; Levy A; Maher A; Fairclough S (2021) A social identity approach to community-based physical activity interventions: A case study from exercise referral. In: ISBNPA Xchange, 8 June 2021 - 10 June 2021, Online.

Ross S; Haegele J; Maher A (2020) Disability simulation activities: Constructing culturally responsive reflection questions. In: North American Federation of Adapted Physical Activity, 16 August 2020 - 20 August 2020, Virtual.

Marks L; Vickerman P; Whitehead A; Maher A (2019) Using play-based curricular to teach children with autism spectrum conditions in early years. In: International Conference on Educational, Cultural and Disabilities Studies, 3 July 2019 - 4 July 2019, Liverpool Hope University, Liverpool, UK..

Maher A; Thomson A; Burrows A; Hunt S (2019) The influence of a special school placement on the professional development of prospective physical education teachers. In: AIESEP World Congress, 19 June 2019 - 22 June 2019, Adelphi University, New York, US.

Maher A; Fitzgerald H (2018) The initial teacher education and continued professional development of special school physical education teachers. In: AIESEP World Congress, 25 July 2018 - 28 July 2018, University of Edinburgh, UK.

Maher A; Fitzgerald H (2017) What’s so “special” about special school physical education?. In: Australian Association for Research in Education Annual Conference, 26 November 2017 - 30 November 2017, Canberra, Australia.

Maher A; Morley D; Fimusanmi J; Ogilvie P (2017) University student experiences of a special school physical education placement. In: British Educational Research Association Annual Conference, 4 September 2017 - 7 September 2017, University of Brighton, UK.

Maher A; Fitzgerald H (2017) ‘The Culture of Special School Physical Education’. In: British Educational Research Association Annual Conference, Brighton.

Maher A (In press) A Gramscian analysis of SENCO and LSA conceptualisations of inclusion in Physical Education. British Journal of Sociology of Education

Haegele JA; Maher AJ (2023) Toward a Conceptual Understanding of Inclusion as Intersubjective Experiences. Educational Researcher, pp. 1-31.

https://doi.org/10.3102/0013189X231176287

Rudd T; Hemingway K; Kirk B; Maher A (2023) The physical education experiences of pupils with juvenile idiopathic arthritis: An ableism-critical perspective. European Physical Education Review, pp. 1-20.

https://doi.org/10.1177/1356336x231188891

Cronin L; Greenfield R; Maher A (2023) A Qualitative Investigation of Teachers’ Experiences of Life Skills Development in Physical Education. Qualitative Research in Sport, Exercise and Health, pp. 1-16.

https://doi.org/10.1080/2159676x.2023.2222774

Haegele JA; Maher AJ; Ross SM (2023) Whose knowledge matters? Physical education teacher educator views and experiences of visual impairment simulations. Sport, Education and Society, pp. 1-14.

https://doi.org/10.1080/13573322.2023.2222284

Giese M; Haegele JA; Maher AJ (2023) The Ableist Underpinning of Normative Motor Assessments in Adapted Physical Education. Journal of Teaching in Physical Education, pp. 1-7.

https://doi.org/10.1123/jtpe.2022-0239

Maher A; Van Rossum T; Morley D (2022) Assessing the learning of pupils with special educational needs and disabilities in mainstream school physical education. British Educational Research Journal

https://doi.org/10.1002/berj.3832

Maher AJ; Haegele JA (2022) The authenticity of disability simulations through empathetic imaginings: the perspectives of visually impaired people. Educational Review

https://doi.org/10.1080/00131911.2022.2119207

Maher A; Haegele J; Sparkes A (2022) Stop fearing blindness! Visually impaired people reflect on the ethics of sighted prospective teachers simulating visual impairment. Disability and Society

https://doi.org/10.1080/09687599.2022.2116560

Maher AJ; McVeigh J; Thomson A; Knight J (2022) Exclusion, inclusion and belonging in mainstream and disability sport: Jack’s story. Qualitative Research in Sport, Exercise and Health

https://doi.org/10.1080/2159676x.2022.2111457

Maher A; Parkinson S; Thomson A (2022) The Influence of a Special School Placement on Prospective Teachers’ Views About the Nature, Purpose, and Value of Physical Education in England: A Gramscian Critique. Quest, pp. 1-19.

https://doi.org/10.1080/00336297.2022.2091462

Maher AJ; Thomson A; Parkinson S; Hunt S; Burrows A (2022) Learning about ‘inclusive’ pedagogies through a special school placement. Physical Education and Sport Pedagogy, 27 (3), pp. 261-275.

https://doi.org/10.1080/17408989.2021.1873933

Maher AJ; Fitzgerald H (2022) The culture of special schools: perceptions of the nature, purpose and value of physical education. Educational Review, 74 (4), pp. 773-787.

https://doi.org/10.1080/00131911.2020.1721437

Portman R; Levy A; Maher A; Fairclough S (2022) A commentary on the development of a physical activity community-based peer intervention: Theoretical and practical insights from the social identity approach. The European Health Psychologist, 22 (5), pp. 858-863.

https://www.ehps.net/ehp/index.php/contents/article/view/3388

Maher AJ; Haegele JA (2022) Disabled children and young people in sport, physical activity and physical education. Sport, Education and Society, 27 (2), pp. 129-133.

https://doi.org/10.1080/13573322.2021.1967119

Haegele JA; Maher AJ (2021) A creative non-fiction account of autistic youth integrated physical education experiences. Disability & Society, pp. 1-20.

https://doi.org/10.1080/09687599.2021.2007361

Portman R; Levy A; Maher A; Fairclough S (2021) Co-developing peer interventions in health-related contexts: A case study from exercise referral. Health Education Journal, 81 (1), pp. 17-28.

https://doi.org/10.1177/00178969211045106

Maher AJ (2021) Disrupting phonocentricism for teaching Deaf pupils: prospective physical education teachers’ learning about visual pedagogies and non-verbal communication. Physical Education and Sport Pedagogy, 26 (4), pp. 317-329.

https://doi.org/10.1080/17408989.2020.1806996

Haegele JA; Maher AJ (2021) Male autistic youth experiences of belonging in integrated physical education. Autism, pp. 136236132110186-136236132110186.

https://doi.org/10.1177/13623613211018637

Maher AJ; Haegele JA; Sparkes AC (2021) ‘It’s better than going into it blind’: reflections by people with visual impairments regarding the use of simulation for pedagogical purposes. Sport, Education and Society, pp. 1-15.

https://doi.org/10.1080/13573322.2021.1897562

Portman RM; Levy AR; Maher AJ; Fairclough SJ (2021) Multi-Stakeholder Retrospective Acceptability of a Peer Support Intervention for Exercise Referral. International Journal of Environmental Research and Public Health, 18 (4),

https://doi.org/10.3390/ijerph18041720

Campos Granell J; Llopis Goig R; Gimeno Raga M; Maher A (2021) Percepción de competencia para la atención de alumnos con necesidades educativas especiales en Educación Física: la voz de estudiantes universitarios de España y Reino Unido (Perceived competence to teach students with special educational needs in Physic. Retos, (39), pp. 372-378.

https://doi.org/10.47197/retos.v0i39.79498

Maher AJ; Morley D (2020) The Self stepping into the shoes of the Other: Understanding and developing self-perceptions of empathy among prospective physical education teachers through a special school placement. European Physical Education Review, 26 (4), pp. 848-864.

https://doi.org/10.1177/1356336x19890365

Morley D; Banks T; Haslingden C; Kirk B; Parkinson S; Van Rossum T; Morley I; Maher A (2020) Including pupils with special educational needs and/or disabilities in mainstream secondary physical education: A revisit study. European Physical Education Review

https://doi.org/10.1177/1356336x20953872

Lynch S; Simon M; Maher A (2020) Critical pedagogies for community building: challenging ableism in higher education physical education in the United States. Teaching in Higher Education, pp. 1-16.

https://doi.org/10.1080/13562517.2020.1789858

Maher AJ; Fitzgerald H; McVeigh J (2020) Factors influencing the culture of special school physical education : A Gramscian critique. European Physical Education Review

https://doi.org/10.1177/1356336X20901337

Pierce S; Maher AJ (2020) Physical activity among children and young people with intellectual disabilities in special schools: Teacher and learning support assistant perceptions. British Journal of Learning Disabilities, 48 (1), pp. 37-44.

https://doi.org/10.1111/bld.12301

Maher AJ; Fitzgerald H (2020) Initial teacher education and continuing professional development : the perspectives of special school physical education teachers. Curriculum Studies in Health and Physical Education, 11 (1), pp. 18-33.

https://doi.org/10.1080/25742981.2019.1696687

Maher AJ; Williams D; Sparkes AC (2020) Teaching non-normative bodies : simulating visual impairments as embodied pedagogy in action. Sport, Education and Society, 25 (5), pp. 530-542.

https://doi.org/10.1080/13573322.2019.1617127

DUMITRU DC; DUMITRU T; Maher A (2018) A systematic review of exercise addiction: examining gender differences. Journal of Physical Education and Sport, 18 (3), pp. 1738-1747.

https://doi.org/10.7752/jpes.2018.03253

Sicilia Á; Alcaraz-Ibáñez M; Lirola M-J; Burgueño R; Maher A (2018) Exercise motivational regulations and exercise addiction: The mediating role of passion. Journal of Behavioral Addictions, 7 (2), pp. 482-492.

https://doi.org/10.1556/2006.7.2018.36

Walsh B; Dinning T; Money J; Money S; Maher A (2018) Supporting reasonable adjustments for learners with disabilities in physical education: An investigation into teacher’s perceptions of one online tool. Cogent Education, 5 (1),

https://doi.org/10.1080/2331186x.2018.1525828

Maher AJ; Vickerman P (2018) Ideology influencing action: special educational needs co‐ordinator and learning support assistant role conceptualisations and experiences of special needs education in England. Journal of Research in Special Educational Needs, 18 (1), pp. 15-24.

https://doi.org/10.1111/1471-3802.12389

Maher A; Morley D; Fimusanmi J; Ogilvie P (2017) The impact of a special school placement on self-perceptions of confidence and competence among prospective PE teachers. European Physical Education Review

https://doi.org/10.1177/1356336X17746949

Sparkes AC; Martos Garcia D; Maher A (2017) Me, osteogenesis imperfecta and my classmates in physical education lessons: A case study of embodied pedagogy in action. Sport, Education and Society, 24 (4), pp. 338-348.

https://doi.org/10.1080/13573322.2017.1392939

Morley D; Maher A; Walsh B; Dinning T; Lloyd D; Pratt A (2017) Making reasonable adjustments for pupils with special educational needs and disabilities: pre‐service teachers’ perceptions of an online support resource. British Journal of Special Education, 44 (2), pp. 203-219.

https://doi.org/10.1111/1467-8578.12175

Maher A (2017) ‘We’ve got a few who don’t go to PE’: Learning support assistant and special educational needs coordinator views on inclusion in physical education in England. European Physical Education Review, 23 (2), pp. 257-270.

https://doi.org/10.1177/1356336X16649938

Maher A (2016) Consultation, negotiation and compromise: The relationship between SENCos, parents and pupils with SEN. Support for Learning, 31 (1), pp. 4-12.

https://doi.org/10.1111/1467-9604.12110

Maher AJ (2016) Special educational needs in mainstream secondary school physical education: learning support assistants have their say. Sport, Education and Society, 21 (2), pp. 262-278.

https://doi.org/10.1080/13573322.2014.905464

Maher AJ (2016) ‘Disable them all’: SENCO and LSA conceptualisations of inclusion in physical education. Sport, Education and Society, pp. 1-13.

https://doi.org/10.1080/13573322.2016.1162149

Maher A (2015) To be (physically active) or not to be? That is the question! Special educational needs, physical education and leisure lifestyles. Journal of Policy Research in Tourism, Leisure and Events, 8 (2), pp. 196-201.

https://doi.org/10.1080/19407963.2015.1060561

Maher A; Macbeth J (2014) Physical education, resources and training. European Physical Education Review, 20 (1), pp. 90-103.

https://doi.org/10.1177/1356336x13496003

Maher A (2013) Statements of special educational needs and mainstream secondary physical education in north‐west <scp>E</scp>ngland. British Journal of Special Education, 40 (3), pp. 130-136.

https://doi.org/10.1111/1467-8578.12032

Macbeth JL; Maher AJ (2012) Disability and youth sport. Sport in Society, 15 (1), pp. 138-142.

https://doi.org/10.1080/17430437.2012.626958

Maher A; Palmer C (2012) Inclusion of pupils with SEN into mainstream physical education: potential research ideas to explore issues of engagement. Journal of Qualitative Research in Sports Studies, 6 (1), pp. 35-48.

Maher A; Smith S (2011) A critical comparison of the National Curriculum Physical Education 2000 and 2008. Journal of Qualitative Research in Sports Studies, 5 (1), pp. 9-18.

Maher A (2010) Physical Education and Special Educational Needs in North-West England. Sport Science Review, 19 (5-6), pp. 263-283.

https://doi.org/10.2478/v10237-011-0041-8

Maher A (2010) The Inclusion of Pupils with Special Educational Needs. Sport Science Review, 19 (1-2), pp. 87-115.

https://doi.org/10.2478/v10237-011-0006-y

Maher A; Johnrose W (2010) The national curriculum as a vehicle for promoting a healthy lifestyle and lifelong participation in physical activity. Journal of Qualitative Research in Sports Studies, 4 (1), pp. 15-22.

Maher A (2010) The inclusion of pupils with special educational needs: A study of the formulation and implementation of the National Curriculum Physical Education in Britain. Sport Science Review, XIX (2), pp. 87-117.

Maher A (2010) The inclusion of pupils with special educational needs: The perspective of mainstream secondary school physical education teachers in North-West England. Sport Science Review, XIX (6), pp. 263-283.

Quarmby T; Maher A; Hooper O (2023) PE in alternative provision schools - What does it look like? Youth Report [Online]. Leeds Beckett University: Youth Sport Trust and Leeds Beckett University.

Quarmby T; Maher A; Hooper O (2022) The role and value of physical education and sport in alternative provision schools [Online]. Leeds Beckett University: Youth Sport Trust.

Maher AJ; Haegele JA (2022) Teaching Disabled Children in Physical Education. Routledge.

Maher AJ; Haegele JA (2022) Teaching Disabled Children in Physical Education (Dis)connections between Research and Practice. Taylor & Francis.

Vickerman P; Maher A (2018) Teaching Physical Education to Children with Special Educational Needs and Disabilities. Routledge.

Palmer C (2010) The Sporting Image What If?. Ssto Publications.