Start Date

17-6-2025 9:00 AM

End Date

17-6-2025 10:30 AM

Abstract

Introduction

Despite the recognition of inclusive education as a fundamental human right, students with ID encounter significant challenges limiting their participation. This study explores the inclusion of students with intellectual disabilities (ID) in physical education (PE), physical activity (PA), and sports within mainstream settings in Malta, focusing on the barriers they face. Aligned with SDG 4 on Quality Education, the research examines these barriers and their broader implications.

Methodology

A Community-Based Qualitative Research (CBQR) approach was employed, guided by a pragmatic worldview. Semi-structured online interviews were conducted with 18 students with ID aged 12 to 16 years and their guardians, recruited via criterion-based purposive sampling from government, church, and independent schools in Malta. Reflexive thematic analysis was used to analyse the data.

Results

The study identified three key themes: (a) barriers to inclusion in PA and sports, such as inadequate lesson structure and insufficient support from Learning Support Educators (LSEs) and sports coaches; (b) the mental state of students with ID, including difficulties with focus, understanding instructions, which led to frustration, low motivation, and reduced confidence; and (c) environmental factors, such as limited social acceptance and challenges in accessing community sports.

Conclusions

The findings emphasize the importance of fostering early collaboration to build positive attitudes and mutual support. Enhanced training for educators, LSEs, and coaches, along with inclusive policies, is essential to ensure equal opportunities for skill development and participation, aligning with ISAPA 2025’s focus on the rights of children with disabilities.


Key Words:

Students with ID, Inclusive PE, Inclusive PA, Inclusive Sport, Mainstream PE, PA, and Sport


Download

Share

COinS
 
Jun 17th, 9:00 AM Jun 17th, 10:30 AM

Inclusion of Students with Intellectual Disabilities in Mainstream PE, PA, and Sports

Introduction

Despite the recognition of inclusive education as a fundamental human right, students with ID encounter significant challenges limiting their participation. This study explores the inclusion of students with intellectual disabilities (ID) in physical education (PE), physical activity (PA), and sports within mainstream settings in Malta, focusing on the barriers they face. Aligned with SDG 4 on Quality Education, the research examines these barriers and their broader implications.

Methodology

A Community-Based Qualitative Research (CBQR) approach was employed, guided by a pragmatic worldview. Semi-structured online interviews were conducted with 18 students with ID aged 12 to 16 years and their guardians, recruited via criterion-based purposive sampling from government, church, and independent schools in Malta. Reflexive thematic analysis was used to analyse the data.

Results

The study identified three key themes: (a) barriers to inclusion in PA and sports, such as inadequate lesson structure and insufficient support from Learning Support Educators (LSEs) and sports coaches; (b) the mental state of students with ID, including difficulties with focus, understanding instructions, which led to frustration, low motivation, and reduced confidence; and (c) environmental factors, such as limited social acceptance and challenges in accessing community sports.

Conclusions

The findings emphasize the importance of fostering early collaboration to build positive attitudes and mutual support. Enhanced training for educators, LSEs, and coaches, along with inclusive policies, is essential to ensure equal opportunities for skill development and participation, aligning with ISAPA 2025’s focus on the rights of children with disabilities.


Key Words:

Students with ID, Inclusive PE, Inclusive PA, Inclusive Sport, Mainstream PE, PA, and Sport