Inclusion of Children With Disabilities in Physical Education: A Systematic Review of Literature From 2009 to 2015

in Adapted Physical Activity Quarterly
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  • 1 Norwegian School of Sport Sciences
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This systematic review examines research published from 2009 to 2015 on inclusion of children with disabilities in physical education according to the PRISMA guidelines. We have used a stakeholder approach as a framework for organizing and discussing the results. The searches yielded 535 studies, of which 112 were included. The systematic review outlines which stakeholder perspectives received the most attention, the main themes and findings, the methodological trends that governed the research contribution, and the country of data collection. The main findings indicated that perspectives of pre- and in-service teachers and studies of attitudes still dominate the research contributions. The strengths and limitations of the research conducted to date highlight that several other perspectives need to be discussed. Especially important is seeking information from children with disabilities themselves. Other barriers and facilitators perceived by those actively involved in the inclusion process need to be sought.

Wilhelmsen and Sørensen are with the Dept. of Coaching and Psychology, Norwegian School of Sport Sciences, Oslo, Norway.

Please address author correspondence to Terese Wilhelmsen at
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