Why Inclusion in Physical Education is Not Working, and How to Make it Work!

Authors

  • Martin E. Block University of Virginia

DOI:

https://doi.org/10.18666/PALAESTRA-2025-V39-I1-12964

Abstract

There are many benefits to including children with disabilities in general physical education, yet research interviewing children with disabilities suggests that inclusion in PE is not resulting in positive experiences (Holland & Haegele, 2021). Many have suggested that the problem is rooted in the physical education teacher education program and the lack of practical information in the adapted physical education course (e.g., Leake et al., 2023). This paper takes a different approach, suggesting that inclusion in PE is not working because of a lack of collaboration and communication between special education staff and the PE teacher. Without this communication, the PE teacher may not appreciate that the child with a disability is his/her responsibility. Similarly, without communication, the special education staff may not provide important information to the PE teacher about the child with a disability, information that could help the PE teacher better welcome and support this child. Given this premise, the manuscript concludes with five simple, practical suggestions outlining strategies for special education staff and the PE teacher to collaborate and communicate together to provide a setting where children with disabilities are valued and have opportunities to have meaningful interactions with peers without disabilities. 

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Published

2025-03-03

Issue

Vol. 39 No. 1 (2025)

Section

Feature Articles

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