Start Date
18-6-2025 12:30 PM
End Date
18-6-2025 2:00 PM
Abstract
Introduction
While numerous studies (Tanure Alves et. al., 2020; Dixon et.al., 2022) have examined the experiences of students with disabilities in inclusive physical education, research in Lithuania remains scarce. There is a notable lack of comprehensive analysis regarding their social interactions and competencies. This gap in understanding their challenges underlines the need to investigate inclusion, participation, and the effectiveness of inclusive teaching practices.
Methodology
The study utilized the Interpretative Phenomenological Analysis (IPA) approach to examine the experiences of students with disabilities in (IPE). Two girls and four boys aged 13-16 were selected using random purposeful and snowball sampling methods and participated in semi-structured interviews. Data was collected by using electronic voice recording devices.
Results
Physical education classes experience various emotions, including happiness, joy, and laughter, but also negative ones like anger, sadness, and loneliness. Students with disabilities find lessons less enjoyable when they struggle with tasks or when classmates don't want to participate. Team games and communication are enjoyable, but students with disabilities face different levels of tolerance from classmates. Teachers often fail to encourage participation and adjust lesson content to meet their special needs.
Conclusions
Students with disabilities encounter both positive and negative experiences in various contexts during physical education classes. Negative experiences are associated with being rejected by classmates, bullying, and failures due to the lesson content not being adapted to their special needs. Positive experiences are related to teachers' efforts to create a friendly physical education environment, communication with classmates, and team games.
Keywords
Disabled students, ableism, students’ experience.
References
- Dixon, K., Braye, S., & Gibbons, T. (2022). Still outsiders: The inclusion of disabled children and young people in physical education in England. Disability & Society, 37(10), 1549-1567. DOI: https://doi.org/10.1080/09687599.2021.1907551
- Tanure Alves, M. L., Grenier, M., Haegele, J. A., & Duarte, E. (2020). ‘I didn’t do anything, I just watched’: Perspectives of Brazilian students with physical disabilities toward physical education. International Journal of Inclusive Education, 24(10), 1129-1142. DOI: https://doi.org/10.1080/13603116.2018.1511760
Recommended Citation
Ostaseviciene, Vida; Labeckaite, Airida; and Ng, Kwok, "Every Move Matters: Experiences of Students with Disabilities in Inclusive Physical Education Classes" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 32.
https://sword.mtu.ie/isapa/2025/day3/32
Every Move Matters: Experiences of Students with Disabilities in Inclusive Physical Education Classes
Introduction
While numerous studies (Tanure Alves et. al., 2020; Dixon et.al., 2022) have examined the experiences of students with disabilities in inclusive physical education, research in Lithuania remains scarce. There is a notable lack of comprehensive analysis regarding their social interactions and competencies. This gap in understanding their challenges underlines the need to investigate inclusion, participation, and the effectiveness of inclusive teaching practices.
Methodology
The study utilized the Interpretative Phenomenological Analysis (IPA) approach to examine the experiences of students with disabilities in (IPE). Two girls and four boys aged 13-16 were selected using random purposeful and snowball sampling methods and participated in semi-structured interviews. Data was collected by using electronic voice recording devices.
Results
Physical education classes experience various emotions, including happiness, joy, and laughter, but also negative ones like anger, sadness, and loneliness. Students with disabilities find lessons less enjoyable when they struggle with tasks or when classmates don't want to participate. Team games and communication are enjoyable, but students with disabilities face different levels of tolerance from classmates. Teachers often fail to encourage participation and adjust lesson content to meet their special needs.
Conclusions
Students with disabilities encounter both positive and negative experiences in various contexts during physical education classes. Negative experiences are associated with being rejected by classmates, bullying, and failures due to the lesson content not being adapted to their special needs. Positive experiences are related to teachers' efforts to create a friendly physical education environment, communication with classmates, and team games.
Keywords
Disabled students, ableism, students’ experience.
References
- Dixon, K., Braye, S., & Gibbons, T. (2022). Still outsiders: The inclusion of disabled children and young people in physical education in England. Disability & Society, 37(10), 1549-1567. DOI: https://doi.org/10.1080/09687599.2021.1907551
- Tanure Alves, M. L., Grenier, M., Haegele, J. A., & Duarte, E. (2020). ‘I didn’t do anything, I just watched’: Perspectives of Brazilian students with physical disabilities toward physical education. International Journal of Inclusive Education, 24(10), 1129-1142. DOI: https://doi.org/10.1080/13603116.2018.1511760