Inclusion of Students With Disabilities in Physical Education: The Crossroads of Systemic Coherence

Bjorke, L., & Casey, A. (2022). Practising collaboration in model implementation in physical education. Physical Education and Sport Pedagogy, 1–14. https://doi.org/10.1080/17408989.2022.2125945 Search in Google Scholar

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Search in Google Scholar

Bronfenbrenner, U., & Morris, P. (1998). La ecología de los procesos de desarrollo. En Manual de psicología infantil: modelos teóricos del desarrollo humano [The ecology of developmental processes. In Handbook of child psychology: theoretical models of human development]. John Wiley & Sons Inc. Search in Google Scholar

Castiblanco, A., & Andrea, P. (2023). Teacher training strategy to strengthen inclusive processes in secondary school teachers. Revista de Educación Inclusiva, 16(1), 91–103. Search in Google Scholar

Dauenhauer, B., & Stoepker, P. (2022). Physical education and physical activity within a whole school, whole community, whole child approach. Journal of Physical Education, Recreation and Dance, 93(2), 12–19. https://doi.org/10.1080/07303084.2022.2020050 Search in Google Scholar

Daum, D. N., & Ervin-Kassab, L. (2023). Only when it is raining: Technology in physical education. The Physical Educator, 80(1), 108–128. https://doi.org/10.18666/TPE-2023-V80-I1-11116 Search in Google Scholar

OECD. (2021). Education at a glance 2021: OECD indicators. Retrieved from https://www.oecd-ilibrary.org/sites/b35a14e5-en/index.html?itemId=/content/publication/b35a14e5-en Search in Google Scholar

Estevez Arias, Y., Sánchez Valdés, X., & LLivina Lavigne, M. J. (2022). Curriculum adaptations: A resource in educating new generations. Revista Universidad y Sociedad, 14(1), 527–537. Search in Google Scholar

Fernández Blázquez, M. L. M., & Echeita Sarrionandia, G. (2023). Towards a more inclusive education: A school transformation. Teoría de la Educación, 35(1). https://doi.org/10.14201/teri.27699 Search in Google Scholar

Fernández, J. M., Jiménez, F., & Navarro y Sánchez, C. R. (2019). Cambios en el autoconcepto del alumnado con y sin discapacidad motriz a partir de una intervención docente inclusiva en Educación Física. [Changes in the self-concept of students with and without motor disabilities as a result of an inclusive teaching intervention in Physical Education.] Retos: Nuevas tendencias en Educación Física, Deportes y Recreación, 36, 138–145. Retrieved from https://recyt.fecyt.es/index.php/retos/article/view/67717 Search in Google Scholar

Fierro, B., & Treviño, E. (2023). ¿Qué dice la política chilena para la integración escolar?: Un análisis crítico desde la perspectiva de la equidad [What does the Chilean policy for school integration say: A critical analysis from an equity perspective?]. Revista Española de Educación Comparada, 42, 305–317. https://doi.org/10.5944/reec.42.2023.31993 Search in Google Scholar

Fierro-Saldaña, B. (2024a). Análisis del Currículo de Educación Física en Chile: una mirada hacia la inclusión del estudiantado [Analysis of the Physical Education Curriculum in Chile: a look towards students inclusion]. Retos digital, 56, 941–948. https://doi.org/10.47197/retos.v56.103946 Search in Google Scholar

Fierro-Saldaña, B. (2024b). Reseña de Informe Mundial OCDE – 2019: Transformando la Educación Física en Dinámica e Inclusiva para 2030: Análisis Internacional del Currículo [Review of OECD World Report – 2019: Making Physical Education Dynamic and Inclusive by 2030: International Curriculum Analysis.]. Journal of Movement & Health, 22(1). http://dx.doi.org/10.5027/jmh-Vol22-Issue1(2025)art220 Search in Google Scholar

Fierro, B., & Contreras, A. (2024). Perspectivas históricas relacionadas a la inclusión de personas en situación de discapacidad en Educación Física escolar [Historical perspectives related to the inclusion of people with disabilities in school Physical Education.]. Retos, 55, 317–326. https://doi.org/10.47197/retos.v55.103640 Search in Google Scholar

Furrer, V., Valkanover, S., Eckhart, M., & Nagel, S. (2020). The role of teaching strategies in social acceptance and interactions; considering students with intellectual disabilities in inclusive physical education. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.586960 Search in Google Scholar

Gentile, A., Giustino, V., Rodriguez-Ferran, O., La Marca, A., Compagno, G., Bianco, A., Battaglia, G., & Alesi, M. (2023). Inclusive physical activity games at school: The role of teachers’ attitude toward inclusion. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1158082 Search in Google Scholar

Gobierno de Chile. (2015). Decreto 83, que aprueba criterios y orientaciones de adecuación curricular para estudiantes con necesidades educativas especiales de educación parvularia y educación básica [Decree 83, which approves criteria and guidelines for curricular adaptation for students with special educational needs in kindergarten and elementary education.]. Ministerio de Educación. Retrieved from https://especial.mineduc.cl/wp-content/uploads/sites/31/2016/08/Decreto-83-2015.pdf Search in Google Scholar

Gobierno de Chile. (2010). Decreto 170, que fija normas para determinar los alumnos con necesidades educativas especiales que serán beneficiarios de las subvenciones para educación especial. Ministerio de Educación [Decree 170, which establishes norms to determine the students with special educational needs who will be beneficiaries of the subsidies for special education. Ministry of Education]. Retrieved from https://especial.mineduc.cl/wp-content/uploads/sites/31/2018/06/DTO-170_21-ABR-2010.pdf Search in Google Scholar

Grenier, M., Patey, M. J., & Grenier-Burtis, M. (2022). Educating students with severe disabilities through an inclusive pedagogy in physical education. Sport, Education and Society. https://doi.org/10.1080/13573322.2022.2084064 Search in Google Scholar

Grimminger-Seidensticker, E., & Seyda, M. (2022). Enhancing attitudes and self-efficacy toward inclusive teaching in physical education pre-service teachers: Results of a quasi-experimental study in physical education teacher education. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.909255 Search in Google Scholar

Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, P. (2014). Metodología de la investigación [Research methodology] (6a ed.). México D.F.: McGraw-Hill. Search in Google Scholar

Herreros Hernández, A. L., & Batista Sardain, P. (2022). Training teachers for inclusion: evaluation of a system of actions. Revista Complutense de Educación, 33(3), 475–483. https://doi.org/10.5209/rced.74505 Search in Google Scholar

Holland, K., Haegele, J. A., Zhu, X., & Bobzien, J. (2023). “Everybody wants to be included”: Experiences with “inclusive” strategies in physical education. Journal of Developmental and Physical Disabilities, 35(2), 273–293. https://doi.org/10.1007/s10882-022-09852-x Search in Google Scholar

Karisa, A. (2023). Universal design for learning: Not another slogan on the street of inclusive education. Disability & Society, 38(1), 194–200. https://doi.org/10.1080/09687599.2022.2125792 Search in Google Scholar

Lopez-Mari, M., Peirats-Chacon, J., & San Martin-Alonso, A. (2022). Visions on gamification as an inclusive methodological strategy in primary education. Aloma-Revista de Psicologia, Ciencies de l’Educacio i de l’Esport, 40(2), 59–69. https://doi.org/10.51698/aloma.2022.40.2.59-69 Search in Google Scholar

Love, H. R., & Horn, E. (2021). Definition, context, quality: Current issues in research examining high-quality inclusive education. Topics in Early Childhood Special Education, 40(4, SI), 204–216. https://doi.org/10.1177/0271121419846342 Search in Google Scholar

Lundvall, S., & Froberg, A. (2023). From individual to lifelong environmental processes: Reframing health in physical education with the sustainable development goals. Sport, Education and Society, 28(6, SI), 684–696. https://doi.org/10.1080/13573322.2022.2062320 Search in Google Scholar

Maher, A., Morley, D., Fimusanmi, J., & Ogilvie, P. (2019). The impact of a special school placement on self-perceptions of confidence and competence among prospective PE teachers. European Physical Education Review, 25(2), 474–490. https://doi.org/10.1177/1356336X17746949 Search in Google Scholar

Maher, A. J., & Fitzgerald, H. (2020). Initial teacher education and continuing professional development: The perspectives of special school physical education teachers. Curriculum Studies in Health and Physical Education, 11(1), 18–33. https://doi.org/10.1080/25742981.2019.1696687 Search in Google Scholar

Mavropalias, T., Anastasiou, D., & Koran, J. (2023). Collaboration in the co-teacher dyad in inclusive classrooms: Ownership vs. agency. Teaching and Teacher Education, 128. https://doi.org/10.1016/j.tate.2023.104132 Search in Google Scholar

Ministerio de Educación. (2013). Currículo de Educación Física y Salud [Physical Education and Health Curriculum]. Retrieved from https://www.curriculumnacional.cl/portal/Educacion-General/Educacion-fisica-y-salud/ Search in Google Scholar

Ministerio de Educación. (2016). Manual de apoyo a sostenedores y establecimientos educacionales, para la implementación del Programa de Integración Escolar (PIE), en el marco de la Inclusión [Support manual for educational providers and establishments, for the implementation of the School Integration Program (PIE), within the framework of Inclusion.]. Retrieved from https://especial.mineduc.cl/wp-content/uploads/sites/31/2017/12/Manual-PIE.pdf Search in Google Scholar

Norwich, B. (2022). Research about inclusive education: Are the scope, reach and limits empirical and methodological and/or conceptual and evaluative? Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.937929 Search in Google Scholar

OECD. (2021). Education at a glance indicators. Retrieved from Retrieved from https://www.oecd-ilibrary.org/sites/b35a14e5-en/index.html?itemId=/content/publication/b35a14e5-en Search in Google Scholar

OECD Future of Education 2030. (2019). Making physical education dynamic and inclusive for 2030, International Curriculum Analysis. Retrieved from https://www.oecd.org/education/2030-project/contact/oecd_future_of_education_2030_making_physical_dynamic_and_inclusive_for_2030.pdf Search in Google Scholar

Patey, M. J., Jin, Y., Ahn, B., Lee, W.-I., & Yi, K. J. (n.d.). Engaging in inclusive pedagogy: How elementary physical and health educators understand their roles. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2021.1916102 Search in Google Scholar

Pereira, T. B. L., van Munster, M. de A., & Grenier, M. (2022). Individualized education plan applied to physical education as a support for inclusion in Brazilian schools. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2022.2123963 Search in Google Scholar

Raudeliunaite, R., & Steponeniene, E. (2020). Supporting factors for primary school teachers in ensuring inclusive education for children with autism spectrum disorders. Society. Integration. Education. Vol IV: Special Pedagogy, Social Pedagogy, Information Technologies in Education (pp. 84–98). https://doi.org/10.17770/sie2020vol4.4918 Search in Google Scholar

Rebollo-Quintela, N., & Losada-Puente, L. (2023). The teacher in early childhood education facing inclusive education: Competencies and needs. Revista Publicaciones, 52(2), 35–56. https://doi.org/10.30827/publicaciones.v52i2.22237 Search in Google Scholar

Sheenko, I. E., & Ryzhkova, N. N. (2021). Analysis of pedagogical difficulties in inclusive physical education. Human Sport Medicine, 21(1), 45–52. https://doi.org/10.14529/hsm21s107 Search in Google Scholar

Singh, P., & Zhang, K. C. (2022). Inclusive education in New Zealand: Voices from early childhood teachers. Support for Learning, 37(4), 538–552. https://doi.org/10.1111/1467-9604.12428 Search in Google Scholar

Sirem, O., & Catal, T. (2023). An analysis of classroom teachers’ awareness of inclusive education. European Journal of Special Needs Education, 38(2), 203–217. https://doi.org/10.1080/08856257.2022.2050971 Search in Google Scholar

Stake, R. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (pp. 443–466). Thousand Oaks, CA: Sage. Search in Google Scholar

Susilawati, S. Y., Yasin, M. H. bin M., & Tahar, M. M. (2023). Influencing factors of inclusive education for students with hearing impairment. Pegem Eğitim ve Öğretim Dergisi, 13(2), 119–125. https://doi.org/10.47750/pegegog.13.02.15 Search in Google Scholar

Tempel, T. (2022). Asking about inclusion: Question order and social desirability influence measures of attitudes towards inclusive education. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2023.2162666 Search in Google Scholar

Tristani, L., Sweet, S., Tomasone, J., & Bassett-Gunter, R. (2022). Examining theoretical factors that influence teachers’ intentions to implement inclusive physical education. Research Quarterly for Exercise and Sport, 93(3), 564–577. https://doi.org/10.1080/02701367.2021.1877605 Search in Google Scholar

Treviño, E., Escribano, R., González, A., & Ortega, L. (2019). Del dicho al hecho: Creencias y prácticas inclusivas en establecimientos y aulas escolares en Santiago [From words to deeds: Inclusive beliefs and practices in Santiago schools and classrooms]. Perspectiva Educacional, 58(3), ISSN 0718-9729. Search in Google Scholar

UNESCO. (2021). Making the case for inclusive quality physical education policy development: A policy brief. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000375422 Search in Google Scholar

United Nations. (2020). Informe de los Objetivos de Desarrollo Sostenible [Sustainable Development Goals Report]. Retrieved from https://unstats.un.org/sdgs/report/2020/The-Sustainable-Development-Goals-Report-2020_Spanish.pdf Search in Google Scholar

United Nations. (2021). Informe de avances de los Objetivos de Desarrollo Sostenible [Sustainable Development Goals Report]. Retrieved from https://unstats.un.org/sdgs/files/report/2021/secretary-general-sdg-report-2021--ES.pdf Search in Google Scholar

Van Staden-Payne, I., & Nel, M. (2023). Exploring factors that full-service school teachers believe disable their self-efficacy to teach in an inclusive education system. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.1009423 Search in Google Scholar

Victoriano, E., & Treviño, E. (2022). University access policies for persons with disabilities: Lessons from two Chilean universities. International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2022.102577 Search in Google Scholar

Villa-de Gregorio, M., Palomo-Nieto, M., Ángel Gómez-Ruano, M., & Miguel Ruiz-Pérez, L. (2023). Attentional neurodiversity in physical education lessons: A sustainable and inclusive challenge for teachers. Sustainability, 15(6). https://doi.org/10.3390/su15065603 Search in Google Scholar

Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022). Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education, 117. https://doi.org/10.1016/j.tate.2022.103802 Search in Google Scholar

Xie, Z., & Zhang, L.-F. (2022). Attitudes towards inclusive education and organizational commitment: Comparing three types of teachers in Chinese inclusive education schools. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2022.2112146 Search in Google Scholar

Xue, R., Chai, H., Zhu, D., Yao, L., & Yan, W., & Fu, W. (2023). Analysis of the factors influencing inclusive education competency of primary and secondary physical education teachers in China. Sustainability, 15(1). https://doi.org/10.3390/su15010308 Search in Google Scholar

Yin, R. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage. Search in Google Scholar