Inclusion of Students with Disability in Physical Education: Analysis of Trends and Best Practices
Keywords:
physical education, students with disability, SLR, trend, best practice
Abstract
Inclusive physical education for students with disability evolved in line with ethical requirements and stakeholder morality. While inclusive physical education is embraced at a conceptual level and desired at the classroom level, the complexity of successful implementation often remains overlooked in policy and curriculum guidelines. The writing in this study uses a literature study by utilizing the scientific journal's index in Scopus from 1992 to 2022 by involving a total of 298 documents. The theme of last years was about developing media with a subject focus on prospective teachers and students of physical education as research subjects. Currently, the research theme of students with disability in physical education is studying with a focus on developing awareness toward disabilities in physical education. In future research, physical educators conceptually embraced inclusive physical education with a creative outlook for collaboration, knowledge, and support. Cooperative and supportive efforts between physical educators, students with disability, parents, and teacher aides are valued in creating physical education environments that effectively respond to learner diversity. While access to practical teaching guidance remains scarce, this study may contribute to physical educator practice.
References
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Alshuraymi, A. N., & Wright, P. M. (2022). Teaching Physical Education During Ramadan Observance. Journal of Physical Education, Recreation and Dance, 93(3), 51–53. https://doi.org/10.1080/07303084.2022.2035542
Campos, M. J., Ferreira, J. P., Morais, M., & Rodrigues, G. (2022). Validation of the Portuguese version of the self-efficacy scale for physical education teacher education major toward children with disabilities [Validação da versão Portuguesa da self-efficacy scale for physical education teacher education major toward children with disabilities] [Validación de la versión Portuguesa de la self-efficacy scale for physical education teacher education major toward children with disabilities]. Retos, 45, 558–565. https://doi.org/10.47197/retos.v45i0.91868
Dillon, S. R., Corcoran, N., Bailey, J., Davis, T., & Columna, L. (2021). Occupational Socialisation of Physical Education Teacher Candidates Teaching Students with Disabilities. International Journal of Disability, Development and Education, 68(5), 643–661. https://doi.org/10.1080/1034912X.2020.1716959
Fernández Batanero, J. M., Rueda, M. M., Cerero, J. F., & Tadeu, P. (2021). Impact of ICT on students with disability in the field physical education: A systematic review [Impacto de las TIC en el alumnado con discapacidad en el área de educación Física: Una revisión sistemática]. Retos, 39, 21–28. https://doi.org/10.47197/retos.v0i39.78602
Fröberg, A. (2021). Perspectives on the integration of students with disabilities in physical education: An umbrella review of reviews published between 2010 and 2020. European Journal of Adapted Physical Activity, 14(2), 1–22. https://doi.org/10.5507/euj.2021.002
García, P. S., & González, V. B. (2021). Physical Education teachers’ attitudes towards the inclusion of students with disabilities [Actitudes del profesorado de Educación Física hacia la inclusión de alumnos con discapacidad]. Retos, 39, 7–12. https://doi.org/10.47197/retos.v0i39.77841
Giese, M., Grenier, M., Lieberman, L. J., & Meier, S. (2022). Cross-Cultural Translation and Application of the Lieberman–Brian Inclusion Rating Scale for PE in German-Speaking Countries. International Journal of Environmental Research and Public Health, 19(13). https://doi.org/10.3390/ijerph19137891
Grassi-Roig, M., Pérez-Tejero, J., & Coterón, J. (2022). Effects of an inclusive Physical Education workshop on teachers’ self-efficacy [Efectos de una formación en inclusión sobre la autoeficacia del profesorado de Educación Física]. Cultura, Ciencia y Deporte, 17(51), 5–13. https://doi.org/10.12800/ccd.v17i51.1649
Grenier, M., Patey, M. J., & Grenier-Burtis, M. (2022). Educating students with severe disabilities through an inclusive pedagogy in physical education. Sport, Education and Society. https://doi.org/10.1080/13573322.2022.2084064
Hall-López, J. A., Ochoa-Martínez, P. Y., Alarcón-Meza, E. I., & Teixeira, A. M. (2021). Physical activity assessed in physical education class in disabled and nondisabled high school students before and during the COVID-19 pandemic [Actividad física evaluada en la clase de educación física en estudiantes de secundaria con discapacidad y sin discapacidad antes y durante la pandemia por COVID-19]. Retos, 43, 447–451. https://doi.org/10.47197/RETOS.V43I0.89497
Hartwig, R., & McMullen, B. (2021). Teaching Self-Protection to Students With Disabilities. Teaching Exceptional Children, 54(1), 16–24. https://doi.org/10.1177/00400599211038369
Holland, K., & Haegele, J. A. (2021). Perspectives of Students with Disabilities Toward Physical Education: A Review Update 2014–2019. Kinesiology Review, 10(1), 78–87. https://doi.org/10.1123/KR.2020-0002
Holland, K., Haegele, J. A., Zhu, X., & Bobzien, J. (2022). “Everybody Wants to be Included”: Experiences with ‘Inclusive’ Strategies in Physical Education. Journal of Developmental and Physical Disabilities. https://doi.org/10.1007/s10882-022-09852-x
Holland, S. K., Holland, K., Haegele, J. A., & Alber-Morgan, S. R. (2019). Making It Stick: Teaching Students with Autism to Generalize Physical Education Skills. Journal of Physical Education, Recreation and Dance, 90(6), 32–39. https://doi.org/10.1080/07303084.2019.1614120
Hutzler, Y., Meier, S., Reuker, S., & Zitomer, M. (2019). Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: A narrative review of international literature. Physical Education and Sport Pedagogy, 24(3), 249–266. https://doi.org/10.1080/17408989.2019.1571183
Jiménez-Monteagudo, L., Reina, R., & Roldan, A. (2022). Effectiveness of an undergraduate course on the self-efficacy of Spanish sports sciences university students for the inclusion of individuals with disabilities. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2022.2148601
Jung, J., Case, L., Logan, S. W., & Yun, J. (2022). Physical Educators’ Qualifications and Instructional Practices Toward Students With Disabilities. Adapted Physical Activity Quarterly, 39(2), 230–246. https://doi.org/10.1123/apaq.2021-0117
Kartavtseva, A. I., Sadyrin, S. L., Dergach, E. A., & Bryukhanova, N. A. (2021). The Use of Electronic Courses in the Implementation of Educational Programs “Physical Education and Sport”, “Applied Physical Education and Sport” for Students of the Special Educational Department [Использование электронных курсов при реализации образовательных программ «Физическая культура и спорт», «Прикладная физическая культура и спорт» для студентов специального учебного отделения]. Journal of Siberian Federal University - Humanities and Social Sciences, 14(2), 180–192. https://doi.org/10.17516/1997-1370-0710
Lee, K., Narasaki-Jara, M., Park, J., Lai, B., Davis, R., & Oh, J. (2022). The Long-term Effect of a Paralympic Sports Class on Korean High School Students’ Attitudes towards Peers with Disabilities and Perceptions of Their Human Rights. International Journal of Disability, Development and Education, 69(4), 1360–1372. https://doi.org/10.1080/1034912X.2020.1758303
Li, Q., Wang, L., Qi, J., & Li, C. (2022). Pre-service Physical Education Techer Concerns about Teaching Students with Disabilities: Instrument Modification and Validation. International Journal of Disability, Development and Education, 69(3), 791–806. https://doi.org/10.1080/1034912X.2020.1719986
McKay, C., Park, J. Y., & Block, M. (2021). Exploring the variables associated with student attitudes toward inclusion in physical education after taking part in the Paralympic School Day programme. International Journal of Inclusive Education, 25(3), 329–347. https://doi.org/10.1080/13603116.2018.1550117
McNamara, S. W. T., Lieberman, L., Wilson, K., & Colombo-Dougovito, A. (2022). ‘I mean I hate to say it’s sink or swim, but … ’: College course instructors’ perceptions of the adapted physical education content that they prioritize and teach. Sport, Education and Society, 27(5), 543–558. https://doi.org/10.1080/13573322.2021.1882978
Mihajlovic, C., & Meier, S. (2022). Including students with special educational needs in physical education: An analysis of the current Finnish national core curriculum. Curriculum Journal, 33(2), 279–296. https://doi.org/10.1002/curj.156
Mokmin, N. A. M., & Rassy, R. P. (2022). Review of the trends in the use of augmented reality technology for students with disabilities when learning physical education. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11550-2
Nanayakkara, S. (2022). Teaching inclusive physical education for students with disabilities: Reinvigorating in-service teacher education in Sri Lanka. Sport, Education and Society, 27(2), 210–223. https://doi.org/10.1080/13573322.2021.1964462
Ocete, C., Pérez-Tejero, J., Coterón, J., & Reina, R. (2022). How do competitiveness and previous contact with people with disabilities impact on attitudes after an awareness intervention in physical education? Physical Education and Sport Pedagogy, 27(1), 19–31. https://doi.org/10.1080/17408989.2020.1834527
Pellerin, S., Wilson, W. J., & Haegele, J. A. (2022). The experiences of students with disabilities in self-contained physical education. Sport, Education and Society, 27(1), 14–26. https://doi.org/10.1080/13573322.2020.1817732
Pereira, T. B. L., van Munster, M. D. A., & Grenier, M. (2022). Individualized education plan applied to physical education as a support for inclusion in Brazilian schools. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2022.2123963
Qi, J., & Wang, L. (2018). Social interaction between students with and without disabilities in general physical education: A Chinese perspective. Physical Education and Sport Pedagogy, 23(6), 575–591. https://doi.org/10.1080/17408989.2018.1485139
Reina, R., Íñiguez-Santiago, M. C., Ferriz-Morell, R., Martínez-Galindo, C., Cebrián-Sánchez, M., & Roldan, A. (2022). The effects of modifying contact, duration, and teaching strategies in awareness interventions on attitudes towards inclusion in physical education. European Journal of Special Needs Education, 37(1), 57–73. https://doi.org/10.1080/08856257.2020.1842973
Rodríguez-Servián, M., Alcázar-Jiménez, R., & Cabeza-Ruiz, R. (2022). Students’ attitude towards inclusive physical education according to the type of disability: Validation of two questionnaires [Actitud del alumnado hacia la educación física inclusiva en función del tipo de discapacidad: Validación de dos cuestionarios]. RICYDE: Revista Internacional de Ciencias del Deporte, 18(68), 127–140. https://doi.org/10.5232/ricyde2022.06805
Simões, A. S., Lorenzini, A. R., Gavioli, R., Caminha, I. O., De Souza Júnior, M. B. M., & De Melo, M. S. T. (2018). Physical education and inclusive educational work [La educación física y el trabajo educativo inclusivo] [A educação física e o trabalho educativo inclusivo]. Movimento, 24(1), 35–48. https://doi.org/10.22456/1982-8918.73009
Spirina, M. P., & Shlykov, V. P. (2018). Physical education and health improvement environment building for students with disabilities. Teoriya i Praktika Fizicheskoy Kultury, 1, 37–39. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85044443011&partnerID=40&md5=41f5c60baf9eb77cd5aff694d0f764f2
Van Munster, M. A., Lieberman, L. J., & Grenier, M. A. (2019). Universal design for learning and differentiated instruction in physical education. Adapted Physical Activity Quarterly, 36(3), 359–377. https://doi.org/10.1123/apaq.2018-0145
Alhumaid, M. M., Khoo, S., & Bastos, T. (2022). Experiences of an Adapted Physical Activity Intervention Program in Saudi Pre-Service Physical Education Teachers’ Self-Efficacy Towards Inclusion. Open Sports Sciences Journal, 15(1). https://doi.org/10.2174/1875399X-V15-E2206270
Alshuraymi, A. N., & Wright, P. M. (2022). Teaching Physical Education During Ramadan Observance. Journal of Physical Education, Recreation and Dance, 93(3), 51–53. https://doi.org/10.1080/07303084.2022.2035542
Campos, M. J., Ferreira, J. P., Morais, M., & Rodrigues, G. (2022). Validation of the Portuguese version of the self-efficacy scale for physical education teacher education major toward children with disabilities [Validação da versão Portuguesa da self-efficacy scale for physical education teacher education major toward children with disabilities] [Validación de la versión Portuguesa de la self-efficacy scale for physical education teacher education major toward children with disabilities]. Retos, 45, 558–565. https://doi.org/10.47197/retos.v45i0.91868
Dillon, S. R., Corcoran, N., Bailey, J., Davis, T., & Columna, L. (2021). Occupational Socialisation of Physical Education Teacher Candidates Teaching Students with Disabilities. International Journal of Disability, Development and Education, 68(5), 643–661. https://doi.org/10.1080/1034912X.2020.1716959
Fernández Batanero, J. M., Rueda, M. M., Cerero, J. F., & Tadeu, P. (2021). Impact of ICT on students with disability in the field physical education: A systematic review [Impacto de las TIC en el alumnado con discapacidad en el área de educación Física: Una revisión sistemática]. Retos, 39, 21–28. https://doi.org/10.47197/retos.v0i39.78602
Fröberg, A. (2021). Perspectives on the integration of students with disabilities in physical education: An umbrella review of reviews published between 2010 and 2020. European Journal of Adapted Physical Activity, 14(2), 1–22. https://doi.org/10.5507/euj.2021.002
García, P. S., & González, V. B. (2021). Physical Education teachers’ attitudes towards the inclusion of students with disabilities [Actitudes del profesorado de Educación Física hacia la inclusión de alumnos con discapacidad]. Retos, 39, 7–12. https://doi.org/10.47197/retos.v0i39.77841
Giese, M., Grenier, M., Lieberman, L. J., & Meier, S. (2022). Cross-Cultural Translation and Application of the Lieberman–Brian Inclusion Rating Scale for PE in German-Speaking Countries. International Journal of Environmental Research and Public Health, 19(13). https://doi.org/10.3390/ijerph19137891
Grassi-Roig, M., Pérez-Tejero, J., & Coterón, J. (2022). Effects of an inclusive Physical Education workshop on teachers’ self-efficacy [Efectos de una formación en inclusión sobre la autoeficacia del profesorado de Educación Física]. Cultura, Ciencia y Deporte, 17(51), 5–13. https://doi.org/10.12800/ccd.v17i51.1649
Grenier, M., Patey, M. J., & Grenier-Burtis, M. (2022). Educating students with severe disabilities through an inclusive pedagogy in physical education. Sport, Education and Society. https://doi.org/10.1080/13573322.2022.2084064
Hall-López, J. A., Ochoa-Martínez, P. Y., Alarcón-Meza, E. I., & Teixeira, A. M. (2021). Physical activity assessed in physical education class in disabled and nondisabled high school students before and during the COVID-19 pandemic [Actividad física evaluada en la clase de educación física en estudiantes de secundaria con discapacidad y sin discapacidad antes y durante la pandemia por COVID-19]. Retos, 43, 447–451. https://doi.org/10.47197/RETOS.V43I0.89497
Hartwig, R., & McMullen, B. (2021). Teaching Self-Protection to Students With Disabilities. Teaching Exceptional Children, 54(1), 16–24. https://doi.org/10.1177/00400599211038369
Holland, K., & Haegele, J. A. (2021). Perspectives of Students with Disabilities Toward Physical Education: A Review Update 2014–2019. Kinesiology Review, 10(1), 78–87. https://doi.org/10.1123/KR.2020-0002
Holland, K., Haegele, J. A., Zhu, X., & Bobzien, J. (2022). “Everybody Wants to be Included”: Experiences with ‘Inclusive’ Strategies in Physical Education. Journal of Developmental and Physical Disabilities. https://doi.org/10.1007/s10882-022-09852-x
Holland, S. K., Holland, K., Haegele, J. A., & Alber-Morgan, S. R. (2019). Making It Stick: Teaching Students with Autism to Generalize Physical Education Skills. Journal of Physical Education, Recreation and Dance, 90(6), 32–39. https://doi.org/10.1080/07303084.2019.1614120
Hutzler, Y., Meier, S., Reuker, S., & Zitomer, M. (2019). Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: A narrative review of international literature. Physical Education and Sport Pedagogy, 24(3), 249–266. https://doi.org/10.1080/17408989.2019.1571183
Jiménez-Monteagudo, L., Reina, R., & Roldan, A. (2022). Effectiveness of an undergraduate course on the self-efficacy of Spanish sports sciences university students for the inclusion of individuals with disabilities. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2022.2148601
Jung, J., Case, L., Logan, S. W., & Yun, J. (2022). Physical Educators’ Qualifications and Instructional Practices Toward Students With Disabilities. Adapted Physical Activity Quarterly, 39(2), 230–246. https://doi.org/10.1123/apaq.2021-0117
Kartavtseva, A. I., Sadyrin, S. L., Dergach, E. A., & Bryukhanova, N. A. (2021). The Use of Electronic Courses in the Implementation of Educational Programs “Physical Education and Sport”, “Applied Physical Education and Sport” for Students of the Special Educational Department [Использование электронных курсов при реализации образовательных программ «Физическая культура и спорт», «Прикладная физическая культура и спорт» для студентов специального учебного отделения]. Journal of Siberian Federal University - Humanities and Social Sciences, 14(2), 180–192. https://doi.org/10.17516/1997-1370-0710
Lee, K., Narasaki-Jara, M., Park, J., Lai, B., Davis, R., & Oh, J. (2022). The Long-term Effect of a Paralympic Sports Class on Korean High School Students’ Attitudes towards Peers with Disabilities and Perceptions of Their Human Rights. International Journal of Disability, Development and Education, 69(4), 1360–1372. https://doi.org/10.1080/1034912X.2020.1758303
Li, Q., Wang, L., Qi, J., & Li, C. (2022). Pre-service Physical Education Techer Concerns about Teaching Students with Disabilities: Instrument Modification and Validation. International Journal of Disability, Development and Education, 69(3), 791–806. https://doi.org/10.1080/1034912X.2020.1719986
McKay, C., Park, J. Y., & Block, M. (2021). Exploring the variables associated with student attitudes toward inclusion in physical education after taking part in the Paralympic School Day programme. International Journal of Inclusive Education, 25(3), 329–347. https://doi.org/10.1080/13603116.2018.1550117
McNamara, S. W. T., Lieberman, L., Wilson, K., & Colombo-Dougovito, A. (2022). ‘I mean I hate to say it’s sink or swim, but … ’: College course instructors’ perceptions of the adapted physical education content that they prioritize and teach. Sport, Education and Society, 27(5), 543–558. https://doi.org/10.1080/13573322.2021.1882978
Mihajlovic, C., & Meier, S. (2022). Including students with special educational needs in physical education: An analysis of the current Finnish national core curriculum. Curriculum Journal, 33(2), 279–296. https://doi.org/10.1002/curj.156
Mokmin, N. A. M., & Rassy, R. P. (2022). Review of the trends in the use of augmented reality technology for students with disabilities when learning physical education. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11550-2
Nanayakkara, S. (2022). Teaching inclusive physical education for students with disabilities: Reinvigorating in-service teacher education in Sri Lanka. Sport, Education and Society, 27(2), 210–223. https://doi.org/10.1080/13573322.2021.1964462
Ocete, C., Pérez-Tejero, J., Coterón, J., & Reina, R. (2022). How do competitiveness and previous contact with people with disabilities impact on attitudes after an awareness intervention in physical education? Physical Education and Sport Pedagogy, 27(1), 19–31. https://doi.org/10.1080/17408989.2020.1834527
Pellerin, S., Wilson, W. J., & Haegele, J. A. (2022). The experiences of students with disabilities in self-contained physical education. Sport, Education and Society, 27(1), 14–26. https://doi.org/10.1080/13573322.2020.1817732
Pereira, T. B. L., van Munster, M. D. A., & Grenier, M. (2022). Individualized education plan applied to physical education as a support for inclusion in Brazilian schools. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2022.2123963
Qi, J., & Wang, L. (2018). Social interaction between students with and without disabilities in general physical education: A Chinese perspective. Physical Education and Sport Pedagogy, 23(6), 575–591. https://doi.org/10.1080/17408989.2018.1485139
Reina, R., Íñiguez-Santiago, M. C., Ferriz-Morell, R., Martínez-Galindo, C., Cebrián-Sánchez, M., & Roldan, A. (2022). The effects of modifying contact, duration, and teaching strategies in awareness interventions on attitudes towards inclusion in physical education. European Journal of Special Needs Education, 37(1), 57–73. https://doi.org/10.1080/08856257.2020.1842973
Rodríguez-Servián, M., Alcázar-Jiménez, R., & Cabeza-Ruiz, R. (2022). Students’ attitude towards inclusive physical education according to the type of disability: Validation of two questionnaires [Actitud del alumnado hacia la educación física inclusiva en función del tipo de discapacidad: Validación de dos cuestionarios]. RICYDE: Revista Internacional de Ciencias del Deporte, 18(68), 127–140. https://doi.org/10.5232/ricyde2022.06805
Simões, A. S., Lorenzini, A. R., Gavioli, R., Caminha, I. O., De Souza Júnior, M. B. M., & De Melo, M. S. T. (2018). Physical education and inclusive educational work [La educación física y el trabajo educativo inclusivo] [A educação física e o trabalho educativo inclusivo]. Movimento, 24(1), 35–48. https://doi.org/10.22456/1982-8918.73009
Spirina, M. P., & Shlykov, V. P. (2018). Physical education and health improvement environment building for students with disabilities. Teoriya i Praktika Fizicheskoy Kultury, 1, 37–39. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85044443011&partnerID=40&md5=41f5c60baf9eb77cd5aff694d0f764f2
Van Munster, M. A., Lieberman, L. J., & Grenier, M. A. (2019). Universal design for learning and differentiated instruction in physical education. Adapted Physical Activity Quarterly, 36(3), 359–377. https://doi.org/10.1123/apaq.2018-0145
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2022-12-15
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