The study examined physical educators’ perceptions regarding the impact of teaching students with disabilities in inclusive class on social acceptance, developing self-concept, demands on existing equipment, classroom management, teachers’ workload, and learning motor skills for students without disabilities. Sixty-seven physical educators teaching in junior secondary schools in Nigeria participated in the study, and a survey research design was adopted using adapted PEATH. Findings revealed positive social acceptance (M = 3.45–3.90 < 3.00), positive development of self-concept (3.67 < 3.00), discipline problems and disruption of classroom harmony (3.12 – 3.18 < 3.00), demands on specialized equipment (4.47 < 3.00), increase in workload (3.66 – 4.01 < 3.00), negative impact on motor skills acquisition of students (3.67 – 3.69 < 3.00). Multiple regression showed F = 2.13 was not statistically significant. p-value = .08 greater than 0.05.
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