Montaud D, Amans-Passaga C. Inclusion épistémique des élèves en situation de surcharge pondérale en EPS [Epistemic inclusion of overweight students in PE:]. La Nouvelle Revue - Éducation et Société Inclusives, 2018;81:99–122. (In French). https://doi.org/10.3917/NRESI.081.0099
Jellab A. Les élèves à besoins éducatifs particuliers à l’épreuve de l’égalité des chances ou ce que la « marge » pourrait faire à la « norme » : vers une inclusion réciproque au sein des EPLE ? [Students with special educational needs facing the challenge of equal opportunities or what the "margin" could do to the "norm": towards reciprocal inclusion within EPLE?]. La Nouvelle Revue - Éducation et Société Inclusives, 2021;89-90:221–39. (In French). https://doi.org/10.3917/NRESI.089.0221
Lecrux A, Kleiser A, Bouttet F. La construction des ressources enseignantes en EPS. Responsabilisation individuelle et engagements collectifs pour l’inclusion des élèves dyspraxiques [The construction of teaching resources in PE. Individual responsibility and collective commitments for the inclusion of dyspraxic students]. Sciences Sociales et Sport, 2024;23(1):101–28. (In French). https://doi.org/10.3917/rsss.023.0101
André A, Carpentier C, Ferré V. Entre adaptation ciblée et adaptation pour tous: vers une pyramide inclusive en EPS [Between targeted adaptation and adaptation for all: towards an inclusive pyramid in PE]. Éditions EP&S; 2021. (In French). https://hal.science/hal-04128855v1
Bakibangou YB, Balou GF, Ibrara RT. Inclusion des élèves obèses en Éducation Physique et Sportive dans les collèges publics de Brazzaville: une analyse des pratiques enseignantes [Inclusion of obese students in Physical Education and Sports in public colleges in Brazzaville: an analysis of teaching practices]. LAKISA, Revue Des Sciences de l’Éducation, 2024;4(8):279–90. (In French). https://doi.org/10.55595/lakisa.v4i8.206
Tant M, Watelain É, André A. Détermination de perceptions différenciées d’enseignants d’Éducation physique et sportive envers l’inclusion des élèves en situation de handicap [Determination of differentiated perceptions of Physical Education teachers towards the inclusion of students with disabilities]. La Nouvelle Revue - Éducation et Société Inclusives, 2018;81(1):45–63. (In French). https://doi.org/10.3917/nresi.081.0045
Martinez-Merino N, Rico-González M. Effects of Physical Education on Preschool Children’s Physical Activity Levels and Motor, Cognitive, and Social Competences: A Systematic Review. Journal of Teaching in Physical Education, 2024;43(4): 696–706. https://doi.org/10.1123/jtpe.2023-0183
Gagen LM, Getchell N. Viewing Children’s Movement Through an Ecological Lens: Using the Interaction of Constraints to Design Positive Movement Experiences. In: Brewer H, Renck Jalongo M (eds.) Physical Activity and Health Promotion in the Early Years, Cham: Springer International Publishing; 2018. P. 57–74. https://doi.org/10.1007/978-3-319-76006-3_4
Puce L, Biz C, Cerchiaro M, Scapinello D, Giarrizzo L, Trompetto C, et al. Young para-athletes display more hedonic well-being than people with disabilities not taking part in competitive sports: insights from a multi-country survey. Frontiers in Psychology, 2023;14: 1176595. https://doi.org/10.3389/fpsyg.2023.1176595
Moutaraji IE, Lotfi S, Talbi M. Mental Strength and Coping Strategy of Confined Athletes Dealing with COVID-19. International Journal of Human Movement and Sports Sciences, 2021;9(3): 529–535. https://doi.org/10.13189/saj.2021.090319
Alves MLT, Fiorini MLS. Como promover a inclusão nas aulas de educação física? A adaptação como caminho [How to promote inclusion in physical education classes? Adaptation as a path]. Revista Da Associação Brasileira de Atividade Motora Adaptada, 2018;19(1):3–16. (In Portuguese) https://doi.org/10.36311/2674-8681.2018.V19N1.01.P3
Fraga NF, Silva APS da. O Paradesporto como Conteúdo da Educação Física Escolar: uma Revisão Sistemática [Paralympic sport as content of school physical education: a systematic review]. Revista Brasileira de Educação Especial, 2024;30:e0161. (In Portuguese). https://doi.org/10.1590/1980-54702024v30e0161
Grenier MA. Coteaching in Physical Education: A Strategy for Inclusive Practice. Adapted Physical Activity Quarterly, 2011;28(2): 95–112. https://doi.org/10.1123/apaq.28.2.95
Cervantes CM, Lieberman LJ, Magnesio B, Wood J. Peer Tutoring: Meeting the Demands of Inclusion in Physical Education Today. Journal of Physical Education, Recreation & Dance, 2013;84(3): 43–48. https://doi.org/10.1080/07303084.2013.767712
Fiorini MLS, Manzini EJ. Estratégias de sucesso para a inclusão escolar de alunos com deficiência visual em aulas de Educação Física [Successful strategies for the school inclusion of visually impaired students in physical education classes]. Benjamin Constant, 2016;2:162–82. (In Portuguese).
Overton H, Wrench A, Garrett R. Pedagogies for inclusion of junior primary students with disabilities in PE. Physical Education and Sport Pedagogy, 2017;22(4): 414–426. https://doi.org/10.1080/17408989.2016.1176134
Chomistek K, Johnson N, Stevenson R, Luca N, Miettunen P, Benseler SM, et al. Patient‐Reported Barriers at School for Children with Juvenile Idiopathic Arthritis. ACR Open Rheumatology, 2019;1(3): 182–187. https://doi.org/10.1002/acr2.1023
Michalsen H, Henriksen A, Hartvigtsen G, Olsen MI, Pedersen ER, Søndenaa E, et al. Barriers to physical activity participation for adults with intellectual disability: A cross‐sectional study. Journal of Applied Research in Intellectual Disabilities, 2024;37(4): e13242. https://doi.org/10.1111/jar.13242
Direction des Curricula. L’éducation inclusive au profit des enfants en situation de handicap: Guide pour les enseignants [Inclusive education for children with disabilities: A guide for teachers]. [Internet]. 2019 [cited 2024 Jul 9]. (In French). Available from: https://www.unicef.org/morocco/media/1486/file/Guide%20Enseignants%20VF.pdf
Ben Rakaa O, Bassiri M, Lotfi S. The Influence of School Pathologies on the Feeling of Pedagogical Incompetence in Teaching Inclusive Physical Education. Physical Education Theory and Methodology, 2024;24(4): 626–634. https://doi.org/10.17309/tmfv.2024.4.15
Ben Rakaa O, Bassiri M, Lotfi S. Defining the Effect of Teachers’ Medical History on their Inclusive Teaching Practice: Analyzing Feelings of Competence and Knowledge in Inclusive Physical Education. Physical Education Theory and Methodology, 2024;24(5): 777–783. https://doi.org/10.17309/tmfv.2024.5.13
Fiorini MLS, Deliberato D, Manzini EJ. Estratégias de ensino para alunos deficientes visuais: a Proposta Curricular do Estado de São Paulo [Teaching strategies for visually impaired students: the Curricular Proposal of the State of São Paulo]. Motriz: Revista de Educação Física, 2013;19(1):62–73. (In Portuguese). https://doi.org/10.1590/S1980-65742013000100007
Ben Rakaa O, Bassiri M, Lotfi S. Pour une Inclusion Physique Radicale: L’Urgence d’une Education Physique et Sportive Adaptee! [For a Radical Physical Inclusion: The Urgency of an Adapted Physical Education and Sports!]. 2024. (In French).
Stylianides KJ, Stylianides GA. Adapted Physical Activity: Overcoming Diversity Through Physical Education and Sports. In: Efstratopoulou M (ed.) Advances in Early Childhood and K-12 Education, IGI Global; 2022. P. 130–142. https://doi.org/10.4018/978-1-6684-4680-5.ch008 [Accessed 21st February 2025].
Abellán J, Sáez-Gallego N, Reina R. Explorando el efecto del contacto y el deporte inclusivo en Educación Física en las actitudes hacia la discapacidad intelectual en estudiantes de secundaria [Exploring the effect of contact and inclusive sport on Physical Education in the attitudes toward intellectual disability of high school students]. RICYDE Revista Internacional de Ciencias Del Deporte, 2018;14(53):233–42. (In Spanish). https://doi.org/10.5232/ricyde2018.05304
Gatti MR, Munster MDA van. Coensino e Educação Física escolar: intervenções voltadas à inclusão de estudantes com deficiência [Coteaching and school Physical Education: interventions aimed at the inclusion of students with disabilities]. Revista Educação Especial, 2021;34:e55/1-26. (In Portuguese). https://doi.org/10.5902/1984686X65968
Røe C, Preede L, Dalen H, Bautz‑Holter E, Nyquist A, Sandvik L, et al. Does adapted physical activity‑based rehabilitation improve mental and physical functioning? A randomized trial. European Journal of Physical and Rehabilitation Medicine, 2018;54(3). https://doi.org/10.23736/S1973-9087.16.04189-7
Pérez-Torralba A, Reina R, Pastor-Vicedo JC, González-Víllora S. Education intervention using para-sports for athletes with high support needs to improve attitudes towards students with disabilities in Physical Education. European Journal of Special Needs Education, 2019;34(4): 455–468. https://doi.org/10.1080/08856257.2018.1542226
Sun Y, Yu S, Wang A, Chan HCK, Ou AX, Zhang D, et al. Effectiveness of an adapted physical activity intervention on health-related physical fitness in adolescents with intellectual disability: a randomized controlled trial. Scientific Reports, 2022;12(1): 22583. https://doi.org/10.1038/s41598-022-26024-1
Espada Mateos M, Galán S. Evaluación de las barreras para la práctica de actividad física y deportiva en los adolescentes españoles [Evaluation of barriers to physical activity and sports practice in Spanish adolescents]. Revista de Salud Pública, 2017;19(6):739–43. (In Spanish). https://doi.org/10.15446/rsap.v19n6.66078
Majoko T. Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools. Sage Open, 2019;9(1): 2158244018820387. https://doi.org/10.1177/2158244018820387
Fierro-Saldaña B, Treviño-Villarreal E. Inclusion of Students With Disabilities in Physical Education: The Crossroads of Systemic Coherence. Physical Culture and Sport. Studies and Research, 2025;107(1): 37–47. https://doi.org/10.2478/pcssr-2025-0004
Asola EF, Obiakor FE. Inclusion of Students with Physical Disabilities and Other Health Impairments. In: Bakken JP, Obiakor FE (eds.) Advances in Special Education, Emerald Group Publishing Limited; 2016. p. 199–212. https://doi.org/10.1108/S0270-401320160000031013
Mosoi AA, Beckmann J, Mirifar A, Martinent G, Balint L. Influence of Organized vs Non Organized Physical Activity on School Adaptation Behavior. Frontiers in Psychology, 2020;11: 550952. https://doi.org/10.3389/fpsyg.2020.550952
Mihajlovic C, Meier S. Modifying physical activities for maximizing learning opportunities: perspectives of Finnish physical educators and special educators on inclusive teaching strategies. Physical Education and Sport Pedagogy, 2023; 1–15. https://doi.org/10.1080/17408989.2023.2260393
Kohut I, Borysova O, Marynych V, Chebanova K, Filimonova N, Кropyvnytska Т, Krasnianskiy K. Organizational Basics of Inclusive Education and Training Process for Karate Athletes with Disabilities. Sport Mont, 2021;19(S2):107–12. https://doi.org/10.26773/smj.210918
Martin Ginis KA, Van Der Ploeg HP, Foster C, Lai B, McBride CB, Ng K, et al. Participation of people living with disabilities in physical activity: a global perspective. The Lancet, 2021;398(10298): 443–455. https://doi.org/10.1016/S0140-6736(21)01164-8
O’Neil K, Olson L. Promoting Social Acceptance and Inclusion in Physical Education. TEACHING Exceptional Children, 2021;54(1): 6–15. https://doi.org/10.1177/00400599211029670
Tanure Alves ML, Carvalheiro Campos MJ. School physical education and disabled students: what about Paralympic sports? Journal of Curriculum Studies, 2024;56(2): 191–206. https://doi.org/10.1080/00220272.2024.2306346
Greve S, Süßenbach J. Students’ perspectives on wheelchair basketball in mainstream and special schools. Frontiers in Education, 2022;7: 963593. https://doi.org/10.3389/feduc.2022.963593
Rufino MB, Oliveira RAR de, Lobato L do VR, Pereira ET, Diniz EFFS. Estratégias de ensino e inclusão de alunos com baixa visão nas aulas de educação física: um estudo de caso [Teaching strategies and inclusion of students with low vision in physical education classes: a case study]. Revista Da Associação Brasileira de Atividade Motora Adaptada, 2021;22(1):39–56. (In Portuguese). https://doi.org/10.36311/2674-8681.2021.v22n1.p39-56
Pan CC, Mcnamara S. The Impact of Adapted Physical Education on Physical Fitness of Students with Intellectual Disabilities: A Three-year Study. International Journal of Disability, Development and Education, 2022;69(4): 1257–1272. https://doi.org/10.1080/1034912X.2020.1776851
Kirakosyan L. Sport for All and Social Inclusion of Individuals with Impairments: A Case Study from Brazil. Societies, 2019;9(2): 44. https://doi.org/10.3390/soc9020044
Hernández-Lanas O, Bruna-Torres J, Carrasco-Palacios V, Lucero-Sánchez V, Molina-Pacheco F. Assistive technology and occupational participation in adapted sports: perceptions of individuals with physical disabilities. Cadernos Brasileiros de Terapia Ocupacional, 2024;32:e3726. https://doi.org/10.1590/2526-8910.ctoao286637263
Wade, Hannah B. Facilitating Play for Preschoolers With Severe Multiple Impairments. Culminating Experience Projects. 481 [Internet]. 2024. [cited 2024 Jul 9]. Available from: https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1489&context=gradprojects
Lindner KT, Schwab S. Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis. International Journal of Inclusive Education, 2020; 1–21. https://doi.org/10.1080/13603116.2020.1813450
Manca S, Delfino M. Adapting educational practices in emergency remote education: Continuity and change from a student perspective. British Journal of Educational Technology, 2021;52(4): 1394–1413. https://doi.org/10.1111/bjet.13098
Morrison HJ, Gleddie D. Playing on the Same Team: Collaboration between Teachers and Educational Assistants for Inclusive Physical Education. Journal of Physical Education, Recreation & Dance, 2019;90(8): 34–41. https://doi.org/10.1080/07303084.2019.1644257
Flores Ramones A, del-Rio-Guerra MS. Recent Developments in Haptic Devices Designed for Hearing-Impaired People: A Literature Review. Sensors, 2023;23(6): 2968. https://doi.org/10.3390/s23062968
Maher AJ. Disrupting phonocentricism for teaching Deaf pupils: prospective physical education teachers’ learning about visual pedagogies and non-verbal communication. Physical Education and Sport Pedagogy, 2021;26(4): 317–329. https://doi.org/10.1080/17408989.2020.1806996
Dzulkifli I. Teaching and Learning Aids to Support the Deaf Students Studying Islamic Education. Pertanika Journal of Social Sciences and Humanities, 2021;29(4): 2263–2279. https://doi.org/10.47836/pjssh.29.4.09
Muradyan S. Assistive technology for students with visual impairments. Armenian Journal of Special Education, 2023;7(1): 77–88. https://doi.org/10.24234/se.v6i1.309
Korinek L. Supporting students with mental health challenges in the classroom. Preventing School Failure: Alternative Education for Children and Youth, 2021;65(2): 97–107. https://doi.org/10.1080/1045988X.2020.1837058
Lane-Downey E. What are the contexts and mechanisms behind successful inclusion practices in secondary schools for pupils at-risk of exclusion? [Other thesis]. University of Essex & Tavistock and Portman NHS Foundation Trust; 2024.
Haber J. A whole school approach to wellbeing in secondary schools: the perceptions of the senior leadership team. [Master's dissertation]. [Internet]. 2020 [cited 2024 Jul 9]. Available from: https://www.um.edu.mt/library/oar/handle/123456789/73945
Thomas E, Centeio E. The benefits of yoga in the classroom: A mixed-methods approach to the effects of poses and breathing and relaxation techniques. International Journal of Yoga, 2020;13(3): 250. https://doi.org/10.4103/ijoy.IJOY_76_19
Baena-Morales S, Ferriz-Valero A, García-Taibo O. Influence of cooperative strategies and mindfulness on the perception and control of emotions in primary physical education: A proposal to improve sustainability in the social dimension. Journal of Physical Education and Sport, 2022;22:1590–8. https://doi.org/10.7752/JPES.2022.07200
Schulze C. Cooperative learning in physical education increases self-esteem in fourth graders. European Journal of Physical Education and Sport Science, 2022;8(3). https://doi.org/10.46827/ejpe.v8i3.4272
Darling-Hammond L, DePaoli J. Why School Climate Matters and What Can Be Done to Improve It. State Education Standard, 2020;20(2):7–11.
Abellán J, Sáez-Gallego NM, Carrión Olivares S. La boccia como deporte adaptado y sensibilizador en Educación Física en Educación Secundaria [Boccia as an adapted and awareness-raising sport in Physical Education in Secondary Education]. SPORT TK-Revista EuroAmericana de Ciencias Del Deporte, 2018:109–14. (In Spanish). https://doi.org/10.6018/sportk.343011
Behzadnia B, Rezaei F, Salehi M. A need-supportive teaching approach among students with intellectual disability in physical education. Psychology of Sport and Exercise, 2022;60: 102156. https://doi.org/10.1016/j.psychsport.2022.102156
Liu YT, Chuang KL, Newell KM. Mapping collective variable and synergy dynamics to task outcome in a perceptual-motor skill. Haddad JM (ed.) PLOS ONE, 2019;14(4): e0215460. https://doi.org/10.1371/journal.pone.0215460
Yoro AJ, Fourie JV, Van Der Merwe M. Learning support strategies for learners with neurodevelopmental disorders: Perspectives of recently qualified teachers. African Journal of Disability, 2020;9. https://doi.org/10.4102/ajod.v9i0.561
Leahy AA, Kennedy SG, Smith JJ, Eather N, Boyer J, Thomas M, et al. Feasibility of a school-based physical activity intervention for adolescents with disability. Pilot and Feasibility Studies, 2021;7(1): 120. https://doi.org/10.1186/s40814-021-00857-5
Yu S, Wang T, Zhong T, Qian Y, Qi J. Barriers and Facilitators of Physical Activity Participation among Children and Adolescents with Intellectual Disabilities: A Scoping Review. Healthcare, 2022;10(2): 233. https://doi.org/10.3390/healthcare10020233
Rybakova M. Physical Activities and Team Sport as Tools to Develop Social Skills in Children with Special Needs. McGill University, 2016.
Jafleh EA, Alnaqbi FA, Almaeeni HA, Faqeeh S, Alzaabi MA, Al Zaman K. The Role of Wearable Devices in Chronic Disease Monitoring and Patient Care: A Comprehensive Review. Cureus, 2024; https://doi.org/10.7759/cureus.68921
Deci EL, Ryan RM. The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 2000;11(4): 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Comments (0)