Teaching PE to Students With Disabilities

In the present study, 94 students aged fourteen to fifteen years were observed in PE classes. The first group of participants included students with a diagnosed disability. This group was recruited through networks of PE teachers, disability organizations, habilitation services, and personal contacts. Each participant gave informed consent to participate in the study. The next group was made up of their peers with a disability, grouped by grade level. This group was subsequently divided into high-grade and lower-grade groups.

The inclusion of students with disabilities in general physical education (PE) classes is the most common method for teaching this subject. It involves integrating students with a disability into the general population of students. Inclusion is a term used for students with special needs into a regular PE class. The inclusion of students with disabilities is an effort to improve their educational outcomes. The inclusive school environment promotes the full participation of all students and reduces the exclusion of students with disabilities. It is also important to incorporate the cognitive, creative, and emotional prerequisites for positive functioning, in order to maximize the benefits of PE for all. Inclusion is a shared goal with the aim of helping all students achieve their potential.

Inclusion of disabled students into mainstream PE is also beneficial. Inclusion means including the student with disability who can safely be included in a general PE class. Most students with a disability fall into one of two categories: those with specific learning disabilities, and those with speech and language disorders. The latter category, known as autism spectrum disorder, includes those with sensory and orthopedic impairments. The inclusion of disabled students in a general PE class is known as inclusive PE.