Teachers’ Experiences with the Inclusion of Students with Special Needs in Physical Education

The purpose of this qualitative study was to investigate the experiences of Ontario certified teachers with the inclusion of children with special needs in physical education. Data was gathered through the process of convenience sampling and semi-structured interview, from four teacher participants. Following the interviews, a rigorous analysis revealed three important themes. The first finding explored connections between professional development, number of years teaching, and the amount support from other professionals and the effect on the confidence of teachers’ inclusive practices. This gave novel insight into the need for support in the physical space of the gym, and the need for professional collaboration. Challenges for implementation of inclusive physical education have us insightful information about the lack of adapted equipment in physical education environments. Lastly, teachers’ practices related to inclusive physical education were explored which provides examples of practical strategies that educators are currently using to support children with special needs in inclusive physical education programs. This research is important for all members of the educational community in order for schools to promote the benefits of physical education to all students