"Everybody Wants to be Included": Experiences with 'Inclusive' Strategies in Physical Education.
Standard inclusive PE tricks can backfire—ask each student what really makes them feel included.
01Research in Context
What this study did
Ledbetter-Cho et al. (2023) talked with students who have orthopedic disabilities about gym class.
They asked what so-called "inclusive" tricks, like parallel games or helper peers, felt like to the kids.
The study used open interviews so students could tell their own story.
What they found
Kids said the same move could make them feel part of the group one day and singled out the next.
One-size-fits-all fixes often backfired; only personal tweaks made them truly included.
How this fits with other research
Chandroo et al. (2020) heard the same thing from students with autism: transition plans look inclusive on paper, yet kids had almost no say.
Bassette et al. (2023) surveyed 199 UK staff and found role confusion and scant training; staff agreed they need Down-syndrome-specific prep to make inclusion real.
All three studies echo each other: policies claim inclusion, but students still feel sidelined until you ask each person what they actually need.
Why it matters
Before your next PE session, ask the learner, "What helps you feel part of the game?" Then shape the activity around that answer instead of using a generic adaptation.
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02At a glance
03Original abstract
This study examined how students with orthopedic impairments experienced strategies identified in the literature to support 'inclusion'. An interpretative phenomenological analysis research approach was used, and six students with orthopedic impairments (age 10-14 years) served as participants. Data sources were written prompts, semi-structured, audiotaped interviews, and reflective interview notes. Based on thematic data analysis, four themes were constructed: "It's kind of embarrassing": experiences with support; "I don't want to be different": equipment, activity, and rule modifications; "I like to be a part of the conversation": autonomy and choice in PE; and "I would rather be like the other students": discussing disability. The experiences portrayed through these themes highlighted the differential effects of these explicated strategies, where each strategy contributed to feelings of inclusion, as well as marginalization among participants. As such, the findings indicated that 'inclusive' strategies should not be considered as blanket recommendations; instead, attempts to promote 'inclusion' of students with disabilities should start with a reflexive look at the unique needs of each individual student.
Journal of developmental and physical disabilities, 2023 · doi:10.1080/08870440008400302