Inclusion of Students with Disability in Physical Education: Analysis of Trends and Best Practices

Abstract

Inclusive physical education for students with disability evolved in line with ethical requirements and stakeholder morality. While inclusive physical education is embraced at a conceptual level and desired at the classroom level, the complexity of successful implementation often remains overlooked in policy and curriculum guidelines. The writing in this study uses a literature study by utilizing the scientific journal's index in Scopus from 1992 to 2022 by involving a total of 298 documents. The theme of last years was about developing media with a subject focus on prospective teachers and students of physical education as research subjects. Currently, the research theme of students with disability in physical education is studying with a focus on developing awareness toward disabilities in physical education. In future research, physical educators conceptually embraced inclusive physical education with a creative outlook for collaboration, knowledge, and support. Cooperative and supportive efforts between physical educators, students with disability, parents, and teacher aides are valued in creating physical education environments that effectively respond to learner diversity. While access to practical teaching guidance remains scarce, this study may contribute to physical educator practice.

Motor activity of children with disabilities in conditions of mixed education as scientific and pedagogical problem

“…Accordingly, among the components of the MA of children with disabilities, the formation of skills in basic movements is singled out; the development of functional capabilities; and movement qualities, the formation of skills for implementing knowledge related to physical exercises in practice [19].…”

“…We agree with the opinion [11,14,16] that the development of MA of children with disabilities should be one of the priority tasks of inclusive PE. The appropriate level of MA is considered [19,21] as a tool for preventing the negative impact on the health of children with disabilities of a complex of external factors, as a basis for ensuring physical development in the pedagogical process of PE [32]. Which becomes especially relevant in the conditions of prolonged military operations on the territory of Ukraine.…”

“…It has been studied [14,19] that over the last year, the physical condition of students has significantly worsened, as a result of the long quarantine period, which was followed by martial law. At the same time, according to [3, 4, 28], the key challenges of the educational process in the conditions of war are limited ways of organizing motor activity (MA), reduced motivation to use various forms of such activity and deterioration of the psycho-emotional state of participants in the educational process.…”

“…It must be stated that to this day, the study of the regulation and support of MA of children with disabilities in conditions of mixed learning by physiological mechanisms, morphological and functional systems, the relationship with the psychological state and mental capacity remains outside the attention of researchers. It has been studied [7,19] that the results of PE improve when teachers pay attention to the differences of children with disabilities, which are caused by the listed factors. At the same time, by involving them in physical culture classes, they take measured measures, encouraging children with disabilities to perform the same tasks in the implementation of MA as their peers who do not have disabilities.…”

Determining the Quality of Measuring the Level of Lower Extremity Joint Movement in Inclusive Physical Education Using Electronic IT Resources

“…Educating students with disabilities in institutions of higher education poses a number of challenges that require comprehensive solutions (Grenier, Patey, & Grenier-Burtis, 2022). The view of well-known authorities in this field is convincing (Kuntjoro, Soegiyanto, Setijono, & Suhiharto, 2022;Page, Anderson, & Charteris. 2021) that the indicator of modern quality education is innovative activity.…”