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Inclusive Teaching Practices In Physical Education For Students With Special Needs
Abstract
This study analyzes inclusive pedagogical practices in physical education (PE) for special needs students, highlighting teaching strategies, challenges faced, and teachers' and stakeholders' commitment towards equity and participation. Drawing from the meta-synthesis of qualitative research from 2021 to 2025, the study highlights important inclusive strategies like differentiated instruction, adaptive communication, environmental modification, and cooperative planning. Significant barriers are put forth, such as systemic barriers like poor training, ineffective application of policies, poor resources, and attitudinal resistance from teachers. However, strong commitment towards inclusive values and collaborative practice among teachers, families, and communities is essential for the development of effective inclusion. The study emphasizes the importance of continuous professional training, institutional support, and integrated policies to ensure inclusive PE. Findings reveal that effective inclusive PE programs not only enhance physical health and motor skills but also enhance social integration and emotional resilience among special needs students. The study recommends further research on policy implementation and practical enforcement of inclusion models in schools to ensure the policy-practice gap.
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