Inclusion of Students With Disabilities in Physical Education: The Crossroads of Systemic Coherence
This study aims to identify and comprehend the factors and pedagogical practices that facilitate or hinder the inclusion of students with disabilities in physical education classes at school, considering micro and macrosystemic levels. The methodology employed in this study was a case study approach...
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| Format: | Article |
| Language: | English |
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Sciendo
2025-03-01
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| Series: | Physical Culture and Sport: Studies and Research |
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| Online Access: | https://doi.org/10.2478/pcssr-2025-0004 |
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| author | Fierro-Saldaña Belén Treviño-Villarreal Ernesto |
| author_facet | Fierro-Saldaña Belén Treviño-Villarreal Ernesto |
| author_sort | Fierro-Saldaña Belén |
| collection | DOAJ |
| description | This study aims to identify and comprehend the factors and pedagogical practices that facilitate or hinder the inclusion of students with disabilities in physical education classes at school, considering micro and macrosystemic levels. The methodology employed in this study was a case study approach, using an interpretative phenomenological analysis to construct thematic categories of analysis. These categories include: 1.Flexibility of the physical education teacher’s practices and strategies, 2. Teacher training, 3. Inclusive spaces and infrastructure, 4. Involvement of the educational community. The various data collection tools (interviews, focus groups and observations) allowed to portray and illuminate each of the topics of analysis and the contextual differences of the three schools analyzed. The findings demonstrate that inclusive strategies must be coherent and systemic in accordance with the contexts. However, it is possible to highlight inclusive strategies that reveal the importance of teacher commitment, the interconnected work between teachers and school management, the use of expeditious communication channels within the educational community and with governmental levels, the use of implements related to the practice of physical education and the use of the teacher’s voice as the primary agent for the implementation of inclusive learning strategies. |
| format | Article |
| id | doaj-art-2c883b6b096249d9b24ba6b77f927bbb |
| institution | DOAJ |
| issn | 1899-4849 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Sciendo |
| record_format | Article |
| series | Physical Culture and Sport: Studies and Research |
| spelling | doaj-art-2c883b6b096249d9b24ba6b77f927bbb2025-08-20T02:51:59ZengSciendoPhysical Culture and Sport: Studies and Research1899-48492025-03-011071374710.2478/pcssr-2025-0004Inclusion of Students With Disabilities in Physical Education: The Crossroads of Systemic CoherenceFierro-Saldaña Belén0Treviño-Villarreal Ernesto11Pontificia Universidad Católica de Chile, Santiago, Chile1Pontificia Universidad Católica de Chile, Santiago, ChileThis study aims to identify and comprehend the factors and pedagogical practices that facilitate or hinder the inclusion of students with disabilities in physical education classes at school, considering micro and macrosystemic levels. The methodology employed in this study was a case study approach, using an interpretative phenomenological analysis to construct thematic categories of analysis. These categories include: 1.Flexibility of the physical education teacher’s practices and strategies, 2. Teacher training, 3. Inclusive spaces and infrastructure, 4. Involvement of the educational community. The various data collection tools (interviews, focus groups and observations) allowed to portray and illuminate each of the topics of analysis and the contextual differences of the three schools analyzed. The findings demonstrate that inclusive strategies must be coherent and systemic in accordance with the contexts. However, it is possible to highlight inclusive strategies that reveal the importance of teacher commitment, the interconnected work between teachers and school management, the use of expeditious communication channels within the educational community and with governmental levels, the use of implements related to the practice of physical education and the use of the teacher’s voice as the primary agent for the implementation of inclusive learning strategies.https://doi.org/10.2478/pcssr-2025-0004inclusionphysical educationinfrastructurecurricular adjustmentsdisability |
| spellingShingle | Fierro-Saldaña Belén Treviño-Villarreal Ernesto Inclusion of Students With Disabilities in Physical Education: The Crossroads of Systemic Coherence Physical Culture and Sport: Studies and Research inclusion physical education infrastructure curricular adjustments disability |
| title | Inclusion of Students With Disabilities in Physical Education: The Crossroads of Systemic Coherence |
| title_full | Inclusion of Students With Disabilities in Physical Education: The Crossroads of Systemic Coherence |
| title_fullStr | Inclusion of Students With Disabilities in Physical Education: The Crossroads of Systemic Coherence |
| title_full_unstemmed | Inclusion of Students With Disabilities in Physical Education: The Crossroads of Systemic Coherence |
| title_short | Inclusion of Students With Disabilities in Physical Education: The Crossroads of Systemic Coherence |
| title_sort | inclusion of students with disabilities in physical education the crossroads of systemic coherence |
| topic | inclusion physical education infrastructure curricular adjustments disability |
| url | https://doi.org/10.2478/pcssr-2025-0004 |
| work_keys_str_mv | AT fierrosaldanabelen inclusionofstudentswithdisabilitiesinphysicaleducationthecrossroadsofsystemiccoherence AT trevinovillarrealernesto inclusionofstudentswithdisabilitiesinphysicaleducationthecrossroadsofsystemiccoherence |