The experiences of students without disabilities in inclusive physical education classrooms: a review of literature^*

* The research was conducted at Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, Canada.

ABSTRACT

The purpose of this literature review was to analyse studies of the experiences of students without disabilities (SWOD) in inclusive physical education (PE) classes. The literature published from 1975 to 2015 was compiled from three online databases (PsycInfo, Physical Education Index and ERIC). Included literature met inclusion criteria focussed on relevance and inclusion of students with a disability. Studies were evaluated for quality using a qualitative guidelines checklist [Letts, L., Wilkins, S., Law, M., Stewart, D., Bosch, J., & Westmorland, M. (2007). Guidelines for critical review form: Qualitative studies (Version 2.0). Retrieved from https://srs-mcmaster.ca/wp-content/uploads/2015/05/Guidelines-for-Critical-Review-Form-Qualitative-Studies.pdf]. The findings of the six included studies were allocated into three central themes: (i) opportunity to educate students on disability and inclusion, (ii) stigmatisation of students with disabilities (SWD) and (iii) influence of social environments. SWODs’ intentions to play and engage with SWD may decrease as a result of participating in inclusive PE classes. Responses of SWOD regarding their attitudes towards inclusive PE classes emphasised the importance of educating students on disability and inclusion, as well as the positive impact of social environments inside and outside of the classroom on SWODs’ intentions to engage with SWD.

KEYWORDS:

• Inclusive education
• physical education
• student experiences
• theory of planned behaviour
• students with disabilities

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Robert Joseph Ruscitti is a Bachelor of Physical Education and Bachelor of Education graduate from the University of Toronto. He is currently pursuing postgraduate studies at York University.

Scott Gordon Thomas ([email protected]) is a professor in the Faculty of Kinesiology and Physical Education at the University of Toronto. His research focusses on the interaction of exercise and health.

Danielle Christine Bentley ([email protected]) is a graduate of the doctoral program at the University of Toronto in the Faculty of Kinesiology and Physical Education. She is currently a postdoctoral research fellow in the field of Clinical Knowledge Translation.

Notes

* The research was conducted at Faculty of Kinesiology and Physical Education, University of Toronto, Toronto, Canada.

Additional information

Funding

DCB was supported by a Canadian Institutes of Health Research CGS Doctoral Research Award. No other funding has been received for this study.