Start Date
18-6-2025 12:30 PM
End Date
18-6-2025 2:00 PM
Abstract
Gomes, A., Cox, E., Dillon, S., Mann, M., Dunlap, K., Yang, Q., & Silliman-French, L.
Texas Woman’s University
Introduction
This scoping review was designed to explore the literature concerning the perceptions of
administrators, teachers, and students with disabilities regarding the inclusion of students with disabilities in general physical education in countries of sub-Saharan Africa.
Methodology
The scoping review (Tricco et al., 2018) examined 34,995 articles. After screening titles and abstracts, 21 articles were selected for further review, while all others were excluded based on relevance to the research questions and the inclusion/exclusion criteria.
Results
The 21 full-text articles were retrieved for review, after which 13 were confirmed as eligible for inclusion. Six databases were searched for this study. In addition, searches in Google Scholar, websites, organizations, citation searching, Scopus and references list were conducted to identify potential articles.
Conclusions
The findings of the scoping review highlight specific challenges, including negative attitudes, teachers’ lack of preparedness, inefficient teaching methods, and inadequate equipment. These factors directly negatively affect the inclusion of students with disabilities in physical education classes in sub-Saharan.
References
Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Leva, D., . . . & Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467-473.
Recommended Citation
Gomes, Agueda, "Perceptions about Inclusion of Students with Disabilities in Education in Sub-Saharan Africa: A Scoping Review" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 43.
https://sword.mtu.ie/isapa/2025/day3/43
Perceptions about Inclusion of Students with Disabilities in Education in Sub-Saharan Africa: A Scoping Review
Gomes, A., Cox, E., Dillon, S., Mann, M., Dunlap, K., Yang, Q., & Silliman-French, L.
Texas Woman’s University
Introduction
This scoping review was designed to explore the literature concerning the perceptions of
administrators, teachers, and students with disabilities regarding the inclusion of students with disabilities in general physical education in countries of sub-Saharan Africa.
Methodology
The scoping review (Tricco et al., 2018) examined 34,995 articles. After screening titles and abstracts, 21 articles were selected for further review, while all others were excluded based on relevance to the research questions and the inclusion/exclusion criteria.
Results
The 21 full-text articles were retrieved for review, after which 13 were confirmed as eligible for inclusion. Six databases were searched for this study. In addition, searches in Google Scholar, websites, organizations, citation searching, Scopus and references list were conducted to identify potential articles.
Conclusions
The findings of the scoping review highlight specific challenges, including negative attitudes, teachers’ lack of preparedness, inefficient teaching methods, and inadequate equipment. These factors directly negatively affect the inclusion of students with disabilities in physical education classes in sub-Saharan.
References
Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Leva, D., . . . & Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467-473.