Many children with disabilities receive their education in public schools, be it state institutions or private establishments; in the US for example, this is the case for 95% of children. The law in many countries demands that children with disabilities be educated in an environment where they can thrive (the least restrictive environment). Yet, simply sharing a physical space with children without disabilities does not guarantee inclusion for those with disabilities. Merely being physically in the same place does not necessarily mean inclusion and does not preclude the possibility of these children facing exclusion or stigma. Therefore, true inclusion is founded on valuing diversity, producing particular atmospheres and fostering therein feelings of acceptance, belonging, and support. It occurs when children with disabilities, who may learn in unique ways, are neither separated nor denied opportunities to achieve their full potential by their teachers.
Nonetheless, many schools continue to struggle with considerable challenges regarding the inclusion of children with disabilities, which can potentially impact them negatively. Despite these hurdles, in physical education, the most successful environment could vary from being an inclusive class to a modified class to a segregated class, or even something in between. As a result, it is crucial to explore all possible avenues for the inclusion of children with disabilities in physical education classes, while also identifying any potential barriers to such inclusion.
Despite a growing, albeit limited, evidence base, there is a substantial need for further research to better comprehend the strategies necessary to include children with disabilities in sports settings, beyond just physical education classes. Moreover, most previous research has focused primarily on individuals with minor disabilities, often overlooking those with more severe, or multiple disabilities, who are usually excluded from both physical education and sports due to a lack of evidence supporting their potential inclusion strategies. Additionally, we need a better understanding of the state of inclusion in developing countries, as most research to date has been conducted predominantly in developed nations.
This Research Topic invites papers (including but not limited to literature reviews and meta-analysis articles) that explore the theme of inclusion in physical education classes and sports settings. Potential areas of focus include, but are not limited to:
1. Facilitators and barriers to inclusion in physical education and sports
2. Perceptions and experiences of children with disabilities from teachers’ or coaches’ perspective or directly gathered
3. Longitudinal, cross-sectional, descriptive, and qualitative research approaches are also encouraged
Keywords:
disability in sport, children with disabilities, physical education, PE, education
Important Note:
All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
Nonetheless, many schools continue to struggle with considerable challenges regarding the inclusion of children with disabilities, which can potentially impact them negatively. Despite these hurdles, in physical education, the most successful environment could vary from being an inclusive class to a modified class to a segregated class, or even something in between. As a result, it is crucial to explore all possible avenues for the inclusion of children with disabilities in physical education classes, while also identifying any potential barriers to such inclusion.
Despite a growing, albeit limited, evidence base, there is a substantial need for further research to better comprehend the strategies necessary to include children with disabilities in sports settings, beyond just physical education classes. Moreover, most previous research has focused primarily on individuals with minor disabilities, often overlooking those with more severe, or multiple disabilities, who are usually excluded from both physical education and sports due to a lack of evidence supporting their potential inclusion strategies. Additionally, we need a better understanding of the state of inclusion in developing countries, as most research to date has been conducted predominantly in developed nations.
This Research Topic invites papers (including but not limited to literature reviews and meta-analysis articles) that explore the theme of inclusion in physical education classes and sports settings. Potential areas of focus include, but are not limited to:
1. Facilitators and barriers to inclusion in physical education and sports
2. Perceptions and experiences of children with disabilities from teachers’ or coaches’ perspective or directly gathered
3. Longitudinal, cross-sectional, descriptive, and qualitative research approaches are also encouraged
Keywords:
disability in sport, children with disabilities, physical education, PE, education
Important Note:
All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.