Inclusive Physical Education

Students with disabilities are increasingly included in the mainstream education system. This research focuses on the extent to which special education students are included and supported in the mainstream physical education environment. The objective of this study is to examine what factors influence an educator’s decision to deliver inclusive physical education. Data collection tools include two semi-structured interviews with two experienced physical education teachers in the Greater Toronto Area. Findings suggest that a teacher’s ability to deliver inclusive physical education is influenced by their abilities, limited by their professional development opportunities and poorly defined responsibilities over the delivery of inclusive physical education, and as well, safety parameters and support. Both educators acknowledge the value of practical experience in delivering inclusive physical education, suggesting that with time and practice, they have learned successful practices. The implications of this study suggest that inconsistent practices across schools have resulted in Ontario special education students receiving inadequate physical education at large. With the right tools, teachers are able to provide inclusive physical education to help build best practice