Inclusive Physical Education Pedagogy in Special Education: Examining Teaching–Learning Practices for Learners with Disabilities

Abstract

Inclusive Physical Education (PE) has become a critical component of Special Education, as it promotes not only physical development but also social participation, emotional well-being, and lifelong health among learners with disabilities. Despite strong policy support for inclusion, challenges persist in translating inclusive principles into effective classroom practice, particularly in Physical Education contexts that require adaptation, movement, and interaction. This study examines inclusive Physical Education pedagogy by exploring teaching learning practices implemented for learners with disabilities in Special Education settings. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews with PE teachers, and focus group discussions with learners. Thematic analysis revealed four key pedagogical practices: adaptive instructional strategies, differentiated task design, supportive learning environments, and collaborative engagement. Findings demonstrate that inclusive PE pedagogy enhances learner participation, confidence, and skill development when instruction is intentionally structured, scaffolded, and responsive to learners’ diverse needs. However, challenges related to limited resources, teacher preparation, and time constraints were also identified. The study underscores the importance of professional development, institutional support, and reflective practice in sustaining inclusive PE. Implications for practice, policy, and future research are discussed.

Keywords: inclusive physical education, special education, learners with disabilities, teaching–learning practices, inclusive pedagogy