Professor Anthony Maher, Professor

Professor Anthony Maher

Professor

Dr. Anthony J. Maher is Professor of Special Educational Needs, Disability and Inclusion in the Carnegie School of Education. He is part of the school’s research leadership team and leads the research impact strategy.

Anthony’s research, consultancy, and teaching expertise relate to centering the experiences and amplifying the voices of pupils with special educational needs and disabilities (SEND). This is part of his commitment to trying to empower pupils with SEND, placing them at the center of decisions that impact their lives, and recognising that they have expert knowledge because of their lived, embodied experiences.

Anthony is also committed to supporting key stakeholders in schools such as teachers, special educational needs coordinators, learning support assistants, educational psychologists, and senior leaders to provide valuable and meaningful experiences of education for pupils with SEND.

Anthony’s research is sociological, psychological, and pedagogical in nature, using participatory, life history, (auto)ethnographical and narrative approaches. He is the author of numerous internal peer-reviewed research papers, public, private and third-sector reports, invited book chapters, and books, including Teaching Physical Education to Pupils with Special Educational Needs and Disabilities by Routledge.

Research Interests

  • Exploring feelings of belonging among disabled children and young people in education settings
  • Conceptualising and enacting ‘inclusion’ in special and mainstream schools
  • Special school placements as professional development tools to prepare pre-service teachers for teaching pupils with special educational needs and disabilities
  • Learning about, developing, and utilising ‘inclusive’ curriculums, pedagogies, and assessment strategies to support pupils with special educational needs and disabilities
  • The physical and mental health of pupils with special educational needs and disabilities
  • The role and professional development of special educational needs coordinators and learning support assistants
Professor Anthony Maher, Professor

Ask Me About

  1. Equality and inclusion
  2. Autism
  3. Children
  4. Culture
  5. Early Years
  6. Education
  7. Ethics
  8. Family
  9. Physical Education
  10. Sociology
  11. Teacher training
  12. Teaching

Selected Outputs

  • 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 (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.

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

  • 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.

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

  • Campos Granell J; Llopis Goig R; Gimeno Raga M; Maher A (In press) 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

  • Lynch S; Simon M; Maher A (In press) 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 A (In press) A Gramscian analysis of SENCO and LSA conceptualisations of inclusion in Physical Education. British Journal of Sociology of Education

  • Maher A (In press) ‘Disable them all’: SENCO and LSA conceptualisations of inclusion in physical education. Sport, Education and Society

  • Maher AJ; Thomson A; Parkinson S; Hunt S; Burrows A (In press) Learning about ‘inclusive’ pedagogies through a special school placement. Physical Education and Sport Pedagogy, pp. 1-15.

    https://doi.org/10.1080/17408989.2021.1873933

  • Portman R; Levy A; Maher A; Fairclough S (In press) Co-developing peer interventions in health-related contexts: A case study from exercise referral. Health Education Journal

    View Repository Record

  • 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

    View Repository Record

  • 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), pp. 1720-1720.

    https://doi.org/10.3390/ijerph18041720

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  • Maher AJ; Fitzgerald H; McVeigh J (2020) Factors influencing the culture of special school physical education: A Gramscian critique. European Physical Education Review, 26 (4), pp. 954-969.

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

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  • 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

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  • 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) The culture of special schools: perceptions of the nature, purpose and value of physical education. Educational Review

    https://doi.org/10.1080/00131911.2020.1721437

  • 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

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  • 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

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  • 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), pp. 1525828-1525828.

    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

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  • 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

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  • 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

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  • 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 A (2016) ‘Disable them all’: SENCO and LSA conceptualisations of inclusion in physical education. Sport, Education and Society

    https://doi.org/10.1080/13573322.2016.1162149

    View Repository Record

  • Maher A (2016) Consultation, negotiation and compromise: The relationship between SENCOs, parents and pupils with special educational needs. Support for Learning, 31 (1),

    View Repository Record

  • 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

    https://doi.org/10.1080/19407963.2015.1060561

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  • 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 England. 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.