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Currently, the inclusion of disabled students in school still faces significant obstacles to its implementation. In Physical Education (PE) classes, these obstacles are mainly associated with failures in the pre-service training offered in undergraduate courses. This study aimed to investigate pre-service training on the inclusion of disabled students from the perspective of PE teachers. Four teachers, aged 27 to 32, participated in the study. The PE teachers took part in interviews, guided by open questions, which were later transcribed and analyzed using the technique of content analysis. The results section discusses the role of pre-service training concerning the inclusion of disabled students in PE classes, and identifies the gaps in this training. The PE teachers indicated the need for a change in perspective with regard to inclusion in PE classes.

The purpose of this review was to analyze English language articles that addressed collaborative consulting in adapted physical education (APE). A systematic process was used to search the literature in six different databases. First, article quality was analyzed. Subsequently, thematic categorization of data was performed. Eleven articles published between 1995 and 2015 that satisfied the criteria for inclusion in the study were selected. The results were organized into seven thematic categories: the concept and definition of consultation, the role of the APE consultant, the planning and documentation of APE consulting, the stages of APE consulting, general physical education and APE teachers' perceptions regarding consulting, major challenges of APE consulting, and collaborative work training for physical education teachers. In conclusion, although research remains scarce, all of the selected articles reinforce the relevance of collaborative consulting for including students with disabilities in general physical education settings. Further investigation, particularly through empirical studies, must be encouraged.

The study aims to understand the ableism facing the presence of disabled students in physical education (PE) classes. Through a case study with an exploratory qualitative design, we captured the inclusion (or lack thereof) of disabled students through the perspectives of three PE teachers who participated in this study over one school year. The teachers completed a weekly reflective journal with field notes, and participated in two focus group interviews, which were assessed using the content analysis technique. The PE classes were immersed in ableism, which translates into a body-focused process of normalisation. Our findings underscore the difficulty encountered in the inclusion of disabled students because it is considered a counterpoint to what is believed to be PE. A comprehensive change in perspectives regarding the understanding of disability and normativity is required. This study is important to discuss how meaningful the physical education classes have been to the disabled student; The disabled students still feel excluded from Physical Education classes; Physical Education curriculum is mainly based on competitive sports practices raising questions about its meaning to the disabled student; Physical Education teachers do not change the traditional curriculum for the best learning opportunities to the disabled children; The inclusion of the disabled student calls for fundamental changes on what is assumed as Physical Education class at schools and for effective teachers. [ABSTRACT FROM AUTHOR]

Given the lack of sporting experiences for youth with visual impairments and the restrict opportunities for physical education students to learn about disability in practical settings, this article provides an overview of an event that attempted to fill both gaps: the Camp Abilities Brazil. This event based on three phases: (The Dream) the goals and schedule; (Time to Learn) staff's training led by specialists, and; (Making the Dream Come True) the event itself. At academic level, the event provided a helpful experience of learning to the students. For campers, different activities offered opportunities to try and learn their physical abilities. [ABSTRACT FROM AUTHOR]

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Currently, the inclusion of disabled students in school still faces significant obstacles to its implementation. In Physical Education (PE) classes, these obstacles are mainly associated with failures in the pre‐service training offered in undergraduate courses. This study aimed to investigate pre‐service training on the inclusion of disabled students from the perspective of PE teachers. Four teachers, aged 27 to 32, participated in the study. The PE teachers took part in interviews, guided by open questions, which were later transcribed and analyzed using the technique of content analysis. The results section discusses the role of pre‐service training concerning the inclusion of disabled students in PE classes, and identifies the gaps in this training. The PE teachers indicated the need for a change in perspective with regard to inclusion in PE classes. [ABSTRACT FROM AUTHOR]

The aim of this case study was to describe the distinct approaches used by physical education (PE) teachers to accommodate students with disabilities in New York elementary school PE classes. The participants included 1 adapted PE specialist, 5 PE teachers, and 5 elementary school students with various impairments. Through thematic analysis, observations and interviews revealed 3 main approaches: (a) normalized instruction—traditional curriculum with no differentiation in the program; (b) differentiated instruction—adaptations tailored specifically to the needs of each student with disability; and (c) universally designed instruction based on the principles of Universal Design for Learning (UDL) and accessibility to all students. Differentiated instruction, entailing modifications in the program and pedagogical accommodations, was the most prevalent approach at the research site, but lessons based on UDL principles were also observed. In association, the 2 approaches (differentiated instruction and UDL) represented significant resources to accommodate students with disabilities in PE. [ABSTRACT FROM AUTHOR]

To-date, the Brazilian education system does not foresee using the Individualized Education Plan (IEP) for students with disabilities (SWDs) enrolled in general schools. Given the current lack-of national guidelines in this sense, this research sought to analyse the collaborative construction process and-the applicability of the IEP in the physical education (PE) context. Specifically, it aimed to elucidate the consequences of the optional (non-mandatory) implementation of the IEP in PE classes. Based on a qualitative and descriptive approach, collaborative research was established involving a partnership among researchers and physical education teachers (PETs), to support the inclusion of SWDs in PE classes. The study was conducted in two public schools in a district of São-Paulo, Brazil. The content analysis resulted in five categories: previous knowledge about the IEP-PE by the PETs; insufficiency in PETs’ initial training; changes in the perception and attitudes of PETs towards SWDs; the influence of IEP-PE on teaching program and pedagogical practices; and difficulties in constructing and applying the IEP-PE. In conclusion, the IEP-PE consists of-a pedagogical tool to help PETs identify the limitations and potentialities of SWDs. It-also supports adjustments in the curriculum and implementation of adaptations in PE classes, favoring the inclusion of SWDs in-this context. [ABSTRACT FROM AUTHOR]

The article discusses the development of 3 forms including Functional Vision Information for Physical Education Settings for physical education teachers, teachers of visually impaired students and orientation and mobility (O&M) to address the gap between physical education teachers' interest in supporting students and their ability to do so effectively. Topics discussed include its focus on helping physical education teachers understand and maximize students' functional vision during classes.