Forty years later,a systematic literature review on inclusion in physical education (1975–2015): A teacher perspective |
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| Institution: | 1. Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong;2. School of Exercise and Nutritional Sciences, San Diego State University, United States;1. School of Exercise Science, Physical and Health Education, University of Victoria, PO Box 3015 STN CSC, Victoria BC V8W 3P1, Canada;2. Centre for Hip Health and Mobility, Vancouver Coastal Health Research Institute, 2635 Laurel Street, Vancouver BC V5Z 1M9, Canada;3. Department of Family Practice, University of British Columbia, 5950 University Boulevard, Vancouver BC V6T 1Z3, Canada;4. Department of Orthopaedics, University of British Columbia, 910 West 10th Avenue, Vancouver BC V5Z 1M9, Canada |
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| Abstract: | The first objective of this work is to systematically list the international studies about the inclusion of students with disabilities in physical education (PE) from the teachers' perspective. Sixty studies met our selection criteria and are listed. The second objective is to analyse the content of the literature according to the inductive and thematic approach of Thomas and Harden (2008). Our thematic analysis highlights: a) the factors that influence PE teachers' positive or negative attitudes and predispositions towards the inclusion of students with disabilities and b) the factors that can positively influence the inclusion of students with disabilities in PE classes, according to the teachers' representations. Based on these sets of factors, we propose some adapted PE training content for PE teachers. These training content proposals form the basis of research perspectives. |
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| Keywords: | Inclusion Physical education Teachers Attitudes Representations |
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