Start Date
16-6-2025 10:00 AM
End Date
16-6-2025 11:30 AM
Abstract
The aim of the project is to improve the inclusion of students with special educational needs (SEN) in physical education. The current issue is that students are excessively exempted from school physical education (PE), which may deepen their social exclusion and lead to a sedentary, inactive lifestyle. On the other hand, we know that with appropriate support measures, students with SEN can be successfully integrated into school PE classes as well as other organizational forms of school PE (e.g., outdoor schools or summer and winter training courses). The key prerequisites for successful inclusion in school PE are: a) the competencies of educational staff (PE teachers, primary school teachers, teaching assistants), b) adequate spatial and material conditions (specifically, the availability of sports compensatory aids), c) special pedagogical support, d) an appropriate curriculum (including high-quality individualized educational programs), e) the attitudes of classmates. The target group of this project consists of educational staff and, secondarily, students with SEN in primary schools in selected border regions. As part of the project, a comprehensive methodology for inclusive PE will be developed. The project activities will focus on the preparation and implementation of a new joint educational program within the framework of continuing professional development for teachers (CPD). The theoretical part of the CPD will take place entirely online through webinars, where teachers will find theoretical principles of inclusion in PE, methodological insights, and examples of good practices. The training will also include practical workshops. At least 120 teachers from 40 schools will complete the CPD program as part of the project. Participating schools will be provided with sets of sports compensatory aids. Additionally, we will establish the role of an APA (Adapted Physical Activity) consultant, responsible for fieldwork and supporting teachers, schools, and students with SEN. The consultant’s tasks will also include preparing materials for individualized PE plans. To improve classmates' attitudes toward inclusion, project days called Paralympic School Day will be implemented in 20 schools, involving an estimated 1,800 students.
Recommended Citation
Kudláček, Martin; Ješina, Ondřej; Vyhlídal, Tomáš; Augustovičová, Dušana; Kraček, Stanislav; and Němček, Dagmar, "Inclusive Physical and Sports Education as a Prerequisite for a Healthy Society (Czech-Slovak Corossborder Cooperation)" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 12.
https://sword.mtu.ie/isapa/2025/day1/12
Inclusive Physical and Sports Education as a Prerequisite for a Healthy Society (Czech-Slovak Corossborder Cooperation)
The aim of the project is to improve the inclusion of students with special educational needs (SEN) in physical education. The current issue is that students are excessively exempted from school physical education (PE), which may deepen their social exclusion and lead to a sedentary, inactive lifestyle. On the other hand, we know that with appropriate support measures, students with SEN can be successfully integrated into school PE classes as well as other organizational forms of school PE (e.g., outdoor schools or summer and winter training courses). The key prerequisites for successful inclusion in school PE are: a) the competencies of educational staff (PE teachers, primary school teachers, teaching assistants), b) adequate spatial and material conditions (specifically, the availability of sports compensatory aids), c) special pedagogical support, d) an appropriate curriculum (including high-quality individualized educational programs), e) the attitudes of classmates. The target group of this project consists of educational staff and, secondarily, students with SEN in primary schools in selected border regions. As part of the project, a comprehensive methodology for inclusive PE will be developed. The project activities will focus on the preparation and implementation of a new joint educational program within the framework of continuing professional development for teachers (CPD). The theoretical part of the CPD will take place entirely online through webinars, where teachers will find theoretical principles of inclusion in PE, methodological insights, and examples of good practices. The training will also include practical workshops. At least 120 teachers from 40 schools will complete the CPD program as part of the project. Participating schools will be provided with sets of sports compensatory aids. Additionally, we will establish the role of an APA (Adapted Physical Activity) consultant, responsible for fieldwork and supporting teachers, schools, and students with SEN. The consultant’s tasks will also include preparing materials for individualized PE plans. To improve classmates' attitudes toward inclusion, project days called Paralympic School Day will be implemented in 20 schools, involving an estimated 1,800 students.