Perspectives of Students With Special Needs on Inclusion in General Physical Education: A Social-Relational Model of Disability

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This study aims to explore the perception of students with special needs on inclusion in physical education and identify the factors that facilitate or inhibit their inclusion. Semistructured interviews were conducted with 20 students with various special needs from five secondary schools in Shanghai. Content analysis was utilized to analyze the interview data. Interview results indicated that the majority of students with special needs are negative on their inclusion, and restricted participation in physical education activities was common. Using a social relational model of disability as a theoretical framework, this study identified personal factors (i.e., impairment and self-efficacy), physical context (architectural barriers and provision of modified facilities), and social context (i.e., teacher support, peer support, and modification) that facilitated or inhibited the inclusion level of these students. The study concluded that intervention is necessary to eliminate architectural barriers, grant financial support, and offer adapted training programs by the government and schools.

The author is with the School of Physical Education and Sport Training, Shanghai University of Sport, Shanghai, China.

Address correspondence to wanglijuan@sus.edu.cn.
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