European Journal of Adapted Physical Activity 17, 9 (2024) | DOI: 10.5507/euj.2024.006

Perspectives of students with intellectual disabilities on Inclusive Physical Education in Germany

Matthias Zimlich1, Christiane Reuter1
1 Centre for Sports and Physical Education, University of Wuerzburg
2 Institute for Special Education, University of Wuerzburg

The perspectives of students are considered an essential aspect for a successful inclusive Physical Education (PE). However, the voices of students with intellectual disability (SIDs) have hardly been heard so far. This qualitative study conducted semi-structured interviews with 17 SIDs in two cooperative PE settings and analysed them by using thematic analysis. From the results, the perspectives are equivocal and seem strongly to depend on the school setting, which comprises teachers, students without disabilities (SWDs) and the school environment and thus support the bio-psychosocial model of disability. From the findings, we also show that physical inclusion doesn’t necessarily lead to social inclusion. As a conclusion, we suggest that not only PE, but also the whole school must be as inclusive as possible, and that co-teaching should be constantly implemented in inclusive PE.

Keywords: qualitative; interviews, special need, school, sport, impairment

Received: October 24, 2022; Revised: March 29, 2024; Accepted: April 17, 2024; Published online: October 28, 2024  Show citation

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Zimlich, M., & Reuter, C. (2024). Perspectives of students with intellectual disabilities on Inclusive Physical Education in Germany. European Journal of Adapted Physical Activity, 17, Article 9. https://doi.org/10.5507/euj.2024.006
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