A literature review on inclusion in physical education classes (2014-2024): a student perspective

• Aimilia Vakoufari ^[1]
  1. [1] Universitat d'Alacant

     Universitat d'Alacant

     Alicante, España

     
• Localización: Humanidades y conocimiento como ejes del pensamiento crítico / coord. por José María Esteve Faubel, María Encarnación Urrea Solano, 2025, ISBN 978-84-1079-133-6, págs. 197-204
• Idioma: inglés
• Enlaces
  • Texto Completo Libro  1    2  
• Resumen

  • Worldwide, educational practices are shifting towards teaching students with disabilities alongside their peers without disabilities in the least restrictive environments. Inclusion is a process which aims to improve the social and educational experience of all children by increasing their participation in their curricula, culture and community public schools. Literature supports the notion that PE classes provide an ideal setting for promoting inclusive education among children, although it requires PE teachers to constantly adapt and approach inclusion differently each time. The purpose of this review is to analyze English written articles pertaining to the inclusion of students with disabilities and Special Educational Needs (SEN) in PE classes, published in professional journals from 2014-2024. Results of the current literature suggested that inclusion had a positive or neutral effect on both students with or without disabilities. In the first group, results indicated that they gain benefits from social interactions in inclusive PE classes, although social isolation of students with disabilities also exists. Regarding the second group, there was an increase in their feelings of tolerance, acceptance as well as reduction in fear, hostility, prejudice, and discrimination. In conclusion, inclusive education can benefit both students with and without disabilities, and potential negative impacts can be minimized through well-designed policies and active collaboration between researchers and school districts and state holders.