Discipline

Natural Science And Mathematics, Curriculum, And Instruction

Abstract

Inclusive education emphasizes equitable participation for all learners, including students with special needs. However, engagement in physical education (PE) remains a challenge due to structural, instructional, and attitudinal barriers. This study investigates the barriers and facilitators influencing the participation of students with special needs in PE, drawing from the perspectives of teachers and parents. The study employed a quantitative-descriptive correlational research design. Data were collected to examine the relationship between teacher preparedness, parental involvement, resource availability, and student engagement in adaptive PE settings. Statistical analyses were conducted to determine significant associations among variables. Findings revealed several barriers to meaningful participation, including insufficient teacher training in adaptive strategies, lack of appropriate equipment, and limited administrative support. Parental encouragement emerged as a strong facilitator of student engagement; however, gaps in parental understanding of inclusive PE policies were identified. Teacher attitudes and access to adaptive resources were found to be significant predictors of inclusive and supportive PE environments. The study underscores the importance of professional development in adaptive physical education, improved resource allocation, and stronger school-home collaboration. Addressing these factors can enhance participation, promote inclusion, and support the holistic development of students with special needs. The findings provide actionable insights for institutions aiming to strengthen inclusive PE programs.

Keywords

parental involvement, inclusive education, physical education, special needs, teacher training