The purpose was to validate a self-efficacy (SE) instrument toward including students with disability in physical education (PE). Three scales referring to intellectual disabilities (ID), physical disabilities (PD), or visual impairments (VI) were administered to 486 physical education teacher education (PETE) majors. The sample was randomly split, and exploratory and confirmatory factor analyses (EFA and CFA, respectively) were conducted. After deleting items that did not meet inclusion criteria, EFA item loadings ranged from 0.53 to 0.91, and Cronbach’s alpha reliability was high (for ID = .86, PD = .90, and VI = .92). CFA showed that the ID scale demonstrated good goodness-of-fit, whereas in the PD and in the VI scales demonstrated moderate fit. Thus, the content and construct validity of the instrument was supported.

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Swimming and aquatic exercise are known for their effects on respiration in normal and asthmatic people. The purpose of the present study was to evaluate the effect of a 6‐month movement and swimming program on the respiratory function and water orientation skills of children with cerebral palsy (CP). Forty‐six kindergarten children aged 5 to 7 years were assigned either to a treatment or control group. The intervention program consisted of swimming sessions twice weekly and sessions of group physical activity in a gym once weekly, each session lasting 30 minutes, for a period of 6 months. Children in the control group were treated (30 minutes, 4 days per week) with Bobath physical therapy. The children in the treatment and control groups had comparable disability types, age, and anthropometric measurements. A 2 × 2 (group × test period) repeated measures ANOVA design confirmed a significant effect of interaction of time with group. The results also confirmed that children with CP have reduced lung function compared with normative data for children in the same age category. The treatment program improved baseline vital capacity results by 65%, while children in the control group improved by only 23%. The movement and swimming exercise program had a better effect than a physical therapy routine implemented in a previous study, consisting of respiratory exercise alone.

The purpose was to explore the personal experiences of children with physical disabilities in physical education (PE) and to identify supporting and limiting mechanisms to their inclusion and empowerment. A computerized analysis of individual profiles was performed based on in-depth interviews with 8 females and 2 males, ages 9 to 15, who were included in regular PE classes. Two individual profiles served as examples for situations faced during inclusive settings and typical reaction patterns. A comparative qualitative analysis of interview themes generated five main categories of themes: assistive devices, physical activity, peers, important adults, and self. Experiences during physical activity were identified as supporting or limiting empowerment within each category, based on selected criteria. An almost equal distribution of supporting and limiting factors was observed.