Teacher Perspectives on Promoting Inclusive Physical Education for Students with Disabilities

Abstract

This study explores teachers' perspectives on promoting inclusive physical education (PE) for students with disabilities. Through qualitative analysis of interviews and surveys with PE teachers, the research identifies key attitudes, challenges, and strategies employed to foster an inclusive environment. Findings reveal that while teachers generally support inclusion and recognize its benefits for all students, they often face barriers such as limited training, insufficient resources, and concerns about safety and skill differentiation. Successful inclusive practices highlighted include adaptive teaching methods, collaboration with support staff, and individualized student engagement. The study underscores the need for enhanced professional development and systemic support to empower teachers in delivering equitable, effective PE experiences that accommodate diverse abilities and promote social integration.