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The Inclusion of Students with Special Educational Needs in Physical Education According to the Opinion of Its Protagonists: A Qualitative Study in Spain

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Title: The Inclusion of Students with Special Educational Needs in Physical Education According to the Opinion of Its Protagonists: A Qualitative Study in Spain
Language: English
Authors: Carmen Lamata (ORCID 0000-0001-8060-0951), Mauro Grassi (ORCID 0000-0003-4457-4025), Javier Coterón (ORCID 0000-0002-1662-7401), William Becerra-Muñoz (ORCID 0000-0003-2733-3115), Javier Pérez-Tejero (ORCID 0000-0002-4009-0755)
Source: Sport, Education and Society. 2025 30(3):353-367.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Special Needs Students, Physical Education Teachers, Adapted Physical Education, Inclusion, Student Attitudes, Sense of Belonging, Secondary School Students, Secondary School Teachers, Teacher Student Relationship, Peer Relationship, Teaching Methods
Geographic Terms: Spain (Madrid)
DOI: 10.1080/13573322.2024.2309350
ISSN: 1357-3322
1470-1243
Abstract: The views, opinions and experiences of students with special educational needs (SEN) in physical education classes (PE) must be considered when inclusion in PE is understood as subjective experience of sense of belonging. For this, the goal of this qualitative study was to determine the perceptions and experiences of students with SEN and educational professionals, in order to define the necessary changes to achieve effective inclusion of those students in physical education. Qualitative methodology was used, and two discussion groups were held with sixteen participating students (average age 13 years old), and semi-structured interviews were conducted with five educational professionals (average age 35 years old). The results, generated using thematic analysis, were organised based on the question: What is needed to promote inclusion in PE classes? The emerging themes of the analysis were PE as a curricular area, teacher-student interaction and interaction between students. This study concluded that students felt included by their peers, although educational professionals had different opinions. The changes necessary to promote inclusion during PE classes, according to all the participants of the study, should be the use of new methodologies, understanding and individualised attention to students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1466626
Database: ERIC
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  Value: <anid>AN0182980859;0uv01mar.25;2025Feb14.03:02;v2.2.500</anid> <title id="AN0182980859-1">The inclusion of students with special educational needs in physical education according to the opinion of its protagonists: a qualitative study in Spain </title> <p>The views, opinions and experiences of students with special educational needs (SEN) in physical education classes (PE) must be considered when inclusion in PE is understood as subjective experience of sense of belonging. For this, the goal of this qualitative study was to determine the perceptions and experiences of students with SEN and educational professionals, in order to define the necessary changes to achieve effective inclusion of those students in physical education. Qualitative methodology was used, and two discussion groups were held with sixteen participating students (average age 13 years old), and semi-structured interviews were conducted with five educational professionals (average age 35 years old). The results, generated using thematic analysis, were organised based on the question: What is needed to promote inclusion in PE classes? The emerging themes of the analysis were PE as a curricular area, teacher–student interaction and interaction between students. This study concluded that students felt included by their peers, although educational professionals had different opinions. The changes necessary to promote inclusion during PE classes, according to all the participants of the study, should be the use of new methodologies, understanding and individualised attention to students.</p> <p>Keywords: Adapted physical activity; sport; disability; students and teachers; inclusive sport</p> <hd id="AN0182980859-2">Introduction</hd> <p>Physical education (PE) should be an open subject available for all students. According to the United Nations Educational, Scientific and Cultural Organisation (UNESCO, [<reflink idref="bib56" id="ref1">56</reflink>]), every human being has the fundamental right to access PE and sport, since they are essential to achieve full personality development and have obvious benefits for all students, both for students with and without special educational needs (SEN; Rimmer & Marques, [<reflink idref="bib47" id="ref2">47</reflink>]). In addition, the right to develop physical, intellectual and moral faculties through PE and sport should be guaranteed by the educational system, as well as by the rest of the sectors of social life. Therefore, it can be concluded that PE is a universal and fundamental right and should give an effective response to SEN and adapt to the individual characteristics of any individual in order to ensure that all students participate actively in PE. Specifically, the term 'inclusive education' was defined by UNESCO ([<reflink idref="bib56" id="ref3">56</reflink>]) in its document 'Guidelines for inclusion' as:</p> <p>A process that tries to respond to the diversity of students by increasing their participation and reducing their exclusion within and from education. It is related to the attendance, participation and achievement of all students, especially those who, for different reasons, are excluded or are at risk of being marginalised. (UNESCO, [<reflink idref="bib56" id="ref4">56</reflink>], p. 13)</p> <p>In this sense, inclusive education is also essential to achieve high-quality education for all children and youth, including those with disabilities and SEN, because it guarantees access to education without discrimination and with adequate support (UNESCO, [<reflink idref="bib57" id="ref5">57</reflink>]). The inclusion of students with SEN in PE has evolved over the years, from the exemption of those students to their subsequent incorporation in face-to-face tasks and with little participation, and finally to their consideration in the design of the programmes (Caus & Santos, [<reflink idref="bib10" id="ref6">10</reflink>]). Despite the enormous benefits of educational inclusion (Block & Obrusnikova, [<reflink idref="bib5" id="ref7">5</reflink>]), studies have indicated that students with SEN continue to face barriers when participating in PE classes, such as social isolation, limited opportunities, perceived low competition or feelings of difference (Goodwin & Watkinson, [<reflink idref="bib23" id="ref8">23</reflink>]; Hutzler et al., [<reflink idref="bib30" id="ref9">30</reflink>]; Place & Hodge, [<reflink idref="bib45" id="ref10">45</reflink>]).</p> <p>Therefore, action and commitment on the part of teachers is necessary so that every student in the educational system enjoy the right to actively participate in PE sessions, since, as Ríos ([<reflink idref="bib48" id="ref11">48</reflink>]) states, if we do not include them, we do not recognise the educational value of our subject and, therefore, neither its <emph>raison d'être</emph>. In this sense, it is necessary to emphasise that the educational system and, specifically, PE teachers should apply their professional competences and skills (including how to use adapted physical activities) in order to achieve inclusive education, in which all students, regardless of their strengths or weaknesses, can participate actively and equally during the teaching-learning process. In addition, in general, PE teachers do not feel prepared to meaningfully include their students with disabilities (Wilhelmsen & Sorensen, [<reflink idref="bib60" id="ref12">60</reflink>]). These physical activity professionals highlight that these difficulties are due to the lack of support and the possible rejection of the disabilities (Wang et al., [<reflink idref="bib59" id="ref13">59</reflink>]). They also emphasise the need for training on inclusion (Solís & González, [<reflink idref="bib51" id="ref14">51</reflink>]) as well as the limitations imposed by behaviours and social, cultural and economic positioning of the population (Víquez Ulate et al., [<reflink idref="bib58" id="ref15">58</reflink>]). For this, teachers of PE should attend specific training in inclusion and internship programmes that include contact with students with disabilities, both along their pre-service education (Alfrey & Jeanes, [<reflink idref="bib1" id="ref16">1</reflink>]; Barber, [<reflink idref="bib3" id="ref17">3</reflink>]), along their continuing professional development (Grassi-Roig et al., [<reflink idref="bib24" id="ref18">24</reflink>]; Solís & González, [<reflink idref="bib51" id="ref19">51</reflink>]), and even including those developing their career in special schools (Maher & Fitzgerald, [<reflink idref="bib36" id="ref20">36</reflink>]; Petrie et al., [<reflink idref="bib44" id="ref21">44</reflink>]).</p> <hd id="AN0182980859-3">Conceptualising of inclusion</hd> <p>Inclusion can present a view of equal opportunities, a focus on social justice, a placement within a group, an emphasis on an individual's sense of belonging, between other meanings. We are adopting the view of Maher et al. ([<reflink idref="bib37" id="ref22">37</reflink>]), assessing the experiences and amplifying the voices of young students with SEN about their subjective experience and considering 'inclusion as intersubjective experiences associated with feelings of belonging, acceptance and value that are dynamic and in flux'. Also, our conceptualisation is well aligned with (Haegele & Maher, [<reflink idref="bib27" id="ref23">27</reflink>]) as these authors linked the concept of inclusion with personal interactions and how relationships of young students with SEN are tied to feelings of belonging, and not only equated to places, spaces, policies and pedagogical practices (Spencer-Cavaliere & Watkinson, [<reflink idref="bib52" id="ref24">52</reflink>]). Commonly, the literature has reported the suitability of PE experiences in students with disabilities from the point of view of families (Columna et al., [<reflink idref="bib13" id="ref25">13</reflink>]), classmates (McKay et al., [<reflink idref="bib39" id="ref26">39</reflink>]), teachers (Hersman & Hodge, [<reflink idref="bib29" id="ref27">29</reflink>]), school leaders, support assistants and SEN coordinators, while the views and experiences of students with SEN are conspicuous by their absence (Haegele & Maher, [<reflink idref="bib27" id="ref28">27</reflink>]). Also, according to Haegele and Sutherland ([<reflink idref="bib26" id="ref29">26</reflink>]), the perspectives on PE are different in students with SEN. It is also necessary to point out that, as affirmed by Haegele and Sutherland ([<reflink idref="bib26" id="ref30">26</reflink>]), and more currently by Block et al. ([<reflink idref="bib4" id="ref31">4</reflink>]), research on this topic has not systematically taken into account the perspectives of PE teachers and students with disabilities in the same context, and this study attempt to bring light to this perspective.</p> <p>Therefore, the goal of the present study was to determine the perceptions and experiences of students with SEN in PE classes and those of their educational professionals, trying to determine the changes necessary to increase students' positive experiences in PE and reduce the negative ones, in favour of their effective inclusion in the classes. In short, the question we want students with SEN and teachers to respond is 'What is needed to really promote inclusion in PE classes?' Likewise, it was intended to determine in more depth the strategies necessary to favour the inclusion of students with SEN in PE classes.</p> <hd id="AN0182980859-4">Materials and methods</hd> <p>As indicated by Paul et al. ([<reflink idref="bib42" id="ref32">42</reflink>]), it is crucial to ensure that children and young individuals with disabilities and SEN have the opportunity to express their experiences with inclusive education. Also, it is necessary to examine whether students with disabilities are receiving quality and beneficial PE (Block et al., [<reflink idref="bib4" id="ref33">4</reflink>]). Furthermore, it could be argued that such perspectives are better represented through qualitative research, since these approaches assess personal, social, political and cultural aspects of a phenomenon (Pearson et al., [<reflink idref="bib43" id="ref34">43</reflink>]). Semi-structured interviews, focus groups discussion, surveys are the main methodologies used when studying this topic (Clish et al., [<reflink idref="bib11" id="ref35">11</reflink>]), being also narratives (Fitzgerald & Stride, [<reflink idref="bib20" id="ref36">20</reflink>]), non-verbal techniques as drawing (Fitzgerald, [<reflink idref="bib18" id="ref37">18</reflink>]), case studies (Maher et al., [<reflink idref="bib37" id="ref38">37</reflink>]) and SEN-led projects (Fitzgerald et al., [<reflink idref="bib19" id="ref39">19</reflink>]) used in this literature. In this line, the present research used a qualitative methodology to assess the perceptions and experiences of students with SEN and their educational professionals, adopting the conceptualisation of inclusion in PE as common participation and sense of belonging, with focus in how students with SEN and teachers feel in the context and spaces they find themselves in, following studies from Haegele and Maher ([<reflink idref="bib27" id="ref40">27</reflink>]) and Maher et al. ([<reflink idref="bib37" id="ref41">37</reflink>]).</p> <hd id="AN0182980859-5">Participants</hd> <p>Regarding the students, the selection was performed by means of intentional sampling, and being a student with SEN was considered the inclusion criterion (Table 1). With respect to the education professionals, they were intentionally selected, and being an educational professional from the Community of Madrid, Spain, working actively with students with SEN was considered the inclusion criterion (Table 2). All participants were treated in accordance with the ethical guidelines of the American Psychological Association ([<reflink idref="bib2" id="ref42">2</reflink>]) regarding consent, confidentiality and anonymity of their responses. Therefore, the participants signed informed consent forms, and all names used in this manuscript are pseudonymous to ensure anonymity in the reporting of results. The ethics committee of the Polytechnic University of Madrid, Spain, gave its positive opinion so that the present study could be conducted.</p> <p>Table 1. Characteristics of the students that participated in the study.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Participants (No. = 16)</td></tr></thead><tbody><tr><td>Age</td><td>Years (Average)</td><td char="(">14–13</td></tr><tr><td>Sex</td><td>Boy–No. (%)</td><td char="(">14 (87.5%)</td></tr><tr><td /><td>Girl–No. (%)</td><td char="(">2 (12.5%)</td></tr><tr><td>School year</td><td>1. CSE–No. (%)</td><td char="(">1 (6.25%)</td></tr><tr><td /><td>2. CSE–No. (%)</td><td char="(">3 (18.75%)</td></tr><tr><td /><td>3. CSE–No. (%)</td><td char="(">5 (31.25%)</td></tr><tr><td /><td>4. CSE–No. (%)</td><td char="(">7 (43.75%)</td></tr><tr><td>Type of educational need</td><td>ASD–No. (%)</td><td char="(">7 (43.75%)</td></tr><tr><td /><td>PDD–No. (%)</td><td char="(">5 (31.25%)</td></tr><tr><td /><td>Physical disability–No. (%)</td><td char="(">1 (6.25%)</td></tr><tr><td /><td>Visual disability–No. (%)</td><td char="(">1 (6.25%)</td></tr><tr><td /><td>Unspecified–No. (%)</td><td char="(">2 (12.5%)</td></tr></tbody></table> </ephtml> </p> <p>1 CSE: compulsory secondary education; ASD: autism spectrum disorders; PDD = pervasive developmental disorders.</p> <p>Table 2. Characteristics of the educational professionals that participated in the study.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Participants (No. = 5)</td></tr></thead><tbody><tr><td>Age</td><td>Years (Average)</td><td>35</td></tr><tr><td>Sex</td><td>Boy–No. (%)</td><td>2 (40%)</td></tr><tr><td /><td>Girl–No. (%)</td><td>3 (40%)</td></tr><tr><td>Years spent teaching</td><td>Years (Average)</td><td>6.20</td></tr><tr><td>Currently works with students with SEN</td><td>YES–No. (%)</td><td>100%</td></tr><tr><td /><td>NO–No. (%)</td><td>-</td></tr></tbody></table> </ephtml> </p> <hd id="AN0182980859-6">Materials and data collection</hd> <p>In the first place, thirty educational centres that had students with SEN in their classes in the Community of Madrid, Spain, were contacted by email explaining the objectives and method of the study to be conducted. Specifically, there were eleven teachers who agreed to participate, and only two of them completed the entire process. Concise information about the study to be conducted was sent to the teachers, as well as the informed consents forms that the families of the students had to sign. Subsequently, the date and time to perform the discussion groups were specified. Two discussion groups were held, one composed of eleven students in the first group and five in the second. The participants were assigned to the discussion groups based on the centre to which they belonged (Table 3). For the design of the script used in the discussion groups, the research suggestions for adapted PE proposed by Block et al. ([<reflink idref="bib4" id="ref43">4</reflink>]) were taken into consideration in order to be able to know in depth the experiences and opinions of the participants. The duration of the two focus groups was approximately twenty-five to thirty minutes. After obtaining demographic data and main interests, questions were structured in three main groups: five questions related to previous experiences in PE (i.e. '<emph>Could you tell us your best/worst experience or moment in a PE class?'</emph>); four questions dealing with interaction with educational professionals (i.e. '<emph>Throughout your career as a student, have you ever had difficulties understanding your PE teacher</emph>?'); four questions dealing with interaction with peers (i.e. '<emph>What have been your best/worst moments with your classmates in PE classes</emph>?').</p> <p>Table 3. Discussion groups.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>DG</td><td>Participant</td><td>Sex</td><td>Age</td><td>School year</td><td>Type of educational need</td></tr></thead><tbody><tr><td>1</td><td>Student 1</td><td>Boy</td><td>13</td><td>2°</td><td>ASD</td></tr><tr><td /><td>Student 2</td><td>Boy</td><td>13</td><td>2°</td><td>ASD</td></tr><tr><td /><td>Student 3</td><td>Boy</td><td>15</td><td>4°</td><td>ASD</td></tr><tr><td /><td>Student 4</td><td>Boy</td><td>14</td><td>3°</td><td>SEN</td></tr><tr><td /><td>Student 5</td><td>Girl</td><td>14</td><td>3°</td><td>SEN</td></tr><tr><td /><td>Student 6</td><td>Boy</td><td>12</td><td>1°</td><td>ASD</td></tr><tr><td>2</td><td>Student 7</td><td>Boy</td><td>15</td><td>4°</td><td>PDD</td></tr><tr><td /><td>Student 8</td><td>Boy</td><td>15</td><td>4°</td><td>PDD</td></tr><tr><td /><td>Student 9</td><td>Boy</td><td>15</td><td>4°</td><td>PDD</td></tr><tr><td /><td>Student 10</td><td>Boy</td><td>15</td><td>4°</td><td>Physical disability</td></tr><tr><td /><td>Student 11</td><td>Girl</td><td>15</td><td>4°</td><td>PDD</td></tr><tr><td /><td>Student 12</td><td>Boy</td><td>13</td><td>2°</td><td>ASD</td></tr><tr><td /><td>Student 13</td><td>Boy</td><td>14</td><td>3°</td><td>ASD</td></tr><tr><td /><td>Student 14</td><td>Boy</td><td>14</td><td>3°</td><td>ASD</td></tr><tr><td /><td>Student 15</td><td>Boy</td><td>14</td><td>3°</td><td>Visual disability</td></tr><tr><td /><td>Student 16</td><td>Boy</td><td>15</td><td>4°</td><td>PDD</td></tr></tbody></table> </ephtml> </p> <p>2 DG: discussion group; ASD: autism spectrum disorders; PDD: pervasive developmental disorders.</p> <p>In order to compare the information obtained in the student focus groups, five educational professionals who knew and worked daily with the students of the sample were individually interviewed (Table 4). The script for the semi-structured interviews was prepared in the same manner as the script for the discussion groups, which were held in classrooms and directed and supervised by an expert researcher who was in charge of moderating the discussions. For every participant, demographic data were obtained, and the questions performed were structured in three main groups: five questions related to experiences in inclusive PE (when teaching groups of students with and without SEN; i.e. '<emph>Could you tell us about positive/negative experiences when you try to promote inclusion in PE classes</emph>?<emph>'</emph>)<emph>,</emph> four questions dealing with interaction with students with SEN (i.e. '<emph>Throughout your career, have you had difficulties teaching PE classes when there are students with SEN in class</emph>?') and four questions dealing with interaction with students without SEN (i.e. '<emph>What do you think is necessary to foster inclusion in PE classes?'</emph>)<emph>.</emph> Semi-structured interviews with educational professionals lasted approximately twenty twenty-five minutes. In addition, in order to perform the subsequent qualitative analysis, the discussion groups of the students and the interviews of the educational professionals were recorded in audio format, with the prior consent of the participants and their families. Subsequently, they were transcribed verbatim in Word® format and registered anonymously using a personal identification number.</p> <p>Table 4. Semi-structured interviews.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Participants</td><td>Sex</td><td>Age</td><td>Function</td><td>Education stage</td></tr></thead><tbody><tr><td>Educational professional 1 1</td><td>Woman</td><td>30</td><td>Social integrator</td><td>Secondary</td></tr><tr><td>Educational professional 2</td><td>Woman</td><td>36</td><td>TP teacher</td><td>Primary</td></tr><tr><td>Educational professional 3</td><td>Woman</td><td>40</td><td>PE teacher</td><td>Secondary</td></tr><tr><td>Educational professional 4</td><td>Man</td><td>30</td><td>PE teacher</td><td>Secondary</td></tr><tr><td>Educational professional 5</td><td>Man</td><td>39</td><td>PE teacher</td><td>Secondary</td></tr></tbody></table> </ephtml> </p> <p>3 TP: therapeutic pedagogy; PE: physical education.</p> <hd id="AN0182980859-7">Data analysis</hd> <p>Following the recommendations for reflexive thematic analysis (Braun & Clarke, [<reflink idref="bib7" id="ref44">7</reflink>]), authors were aware of the theoretical knowingness and transparency needed and we strive to be fully cognisant of the philosophical sensibility and theoretical assumptions. These assumptions were consistently, coherently and transparently used throughout the study's analytic process, data analysis and results' generation. First, a floating reading of all the transcripts was performed to determine the categories following the basic coding rules (Nowell et al., [<reflink idref="bib40" id="ref45">40</reflink>]) and the scientific quality criteria. In order to obtain credibility, the data were discussed and contrasted through triangulation and the participation of other researchers (Korstjens & Moser, [<reflink idref="bib35" id="ref46">35</reflink>]). In addition, the results obtained can be helpful to continue increasing the information in this field of study and also be used by other researchers (transferability). Regarding dependability, an established script was followed throughout the study, so that the process of data collection, analysis and interpretation were performed in detail, and provides opportunities for replication. With respect to minimising our opinions and ideologies (confirmability), the data were recorded and transcribed verbatim, developing a conceptual map that detailed the connections between the categories that emerged. In this regard, authors tried to understand our participants' interpretations of their lived experiences within the same PE class (same place and time for students and teachers). We assume that there are multiple ways in which students with (and without) SEN and their educational professionals live their embodied experiences of integrated PE. Given the role that researchers' beliefs, values and personal inclinations play in this interpretive process, it is important that we as researchers position ourselves so that we and others (researchers) can reflexively consider participants' statements in methodological decisions in this study. The main researcher (who conducted the interviews and focus groups and performed data analysis) identifies herself as a woman, while the rest of the research team identifies themselves as men; the entire research team is white, and they claim to be working middle class, at economical, cultural and social level. It is important to note that none of the researchers identify themselves as adults with disabilities. Instead, our scientific and professional interests are linked to the desire to understand and improve experiences in inclusive PE classes for young people and to help their PE teachers as much as possible to generate positive contexts of practice together with other students without SEN. Textual citations were included in the results (Braun & Clarke, [<reflink idref="bib7" id="ref47">7</reflink>]) in order to illustrate the different generating themes. The NVivo software (Version 1.6.2) for Windows (QSR International, Burlington, MA, USA) was used to analyse the data, while its storage and treatment were performed following Spanish General Data Protection Regulation requirements.</p> <hd id="AN0182980859-8">Results</hd> <p>The results of the present study will be presented based on the following key question: What is needed to promote actively inclusion during PE classes? And, together with the relevant sub-themes, the perspectives of our two groups of participants (students and educational professionals) will be detailed. The sub-themes of the key question emerged during the data analysis and were the following: PE as a curricular area; teacher-student interaction; and interaction between students. In the first place, to offer a global view of the results, Figure 1 shows the conceptual map with the relationships between the generated sub-themes after the analysis, showing the perceptions of the students in blue and the perceptions of educational professionals in red. This way, the main themes were three, based on which the results are presented, namely: PE as a curricular area; teacher-student interaction; and interaction between students.</p> <p>MAP: Figure 1. Concept map with the emerging themes from the analysis.</p> <hd id="AN0182980859-9">Physical education as a curricular area</hd> <p>Our participants, both students and teachers, stated that PE was an area that favoured the inclusion of all students regardless of their characteristics and needs. On the one hand, the perspective of the majority of the participating students showed that their favourite subject was PE due to the movements that it implied, because they interacted with their classmates and did things other than sitting or writing, as they did in school in the rest of the subjects that they had in their school schedule:</p> <p>It's PE because I do more than just sit and write. (Discussion group [henceforth DG]1/1)</p> <p>I like PE because you move. (DG2/16)</p> <p>Thus, educational professionals recognised the suitability of PE to include students with SEN in comparison to other different subjects, since they affirmed that PE was a subject with much more human character in which social relations were constantly flowing. However, they stated that they observed less inclusive contexts in other areas such as language and mathematics, in which teachers did not include students with SEN since they were considered self-taught with different material:</p> <p>With respect to inclusion, the norm that I see is that they are included for playful activities or in more playful areas; I do not want to say playful, in areas such as music, PE, art ... but in their day-to-day activities, in core areas such as language and mathematics it is rare to see teachers who perform real inclusion. (Semi-structured interview [henceforth SI]/2)</p> <p>It is true that our subject is a much more human subject in which relationships are constantly flowing and inclusion is favoured. (SI/5)</p> <p>Regarding the changes in PE to increase positive experiences and reduce negative ones during classes, most of the students considered that some of them were necessary. Specifically, they highlighted that these changes should be related to novelty in the contents and the methodology, as well as to the avoidance of physical demands. The students stated that they needed more creative activities, greater frequency in the contents worked, and novelty in them, i.e. the inclusion of new and different sports. In addition, they expressed their liking and enjoyment with respect to the methodologies in which they were the protagonists of the teaching-learning process–i.e. they became the teachers–as well as with respect to the methodologies in which they were taught by peers (peer tutoring).</p> <p>What I don't like is that we run a lot, a little is ok, but not that much. (DG1/3)</p> <p>I would add more new things, new sports, going on excursions to play sports, for example climbing ... (DG2/7)</p> <p>It is a work in which we are the teachers and we teach our colleagues. (DG1/1)</p> <p>We explain the warm-up activities, what games we are going to play, and also how to pick up the materials ... (DG1/2)</p> <p>I liked the experience of having those from TAFAD (Experts on physical activities and sports animation) giving the classes. (DG2/7)</p> <p>In the same way, the educational professionals coincided with the students in emphasising that the strategies that favoured inclusion were the use of new methodologies, individualised attention provided to the students and communication with the rest of the students. As new methodologies they understood the use of flipped classroom, in which students became teachers, as well as the use of collaborating students or assistants (peer tutoring). Other strategies to promote inclusion that they highlighted were the use of role playing, demonstrations and modelling. They also considered providing more individualised attention to the students with SEN, giving them their space, talking, using eye contact and patience, as well as talking and chatting with the rest of the students to make the situation known:</p> <p>I think that if it is true that they need some methodological adaptations and much more patience with them, a lot of eye contact (...) Then role playing, modelling, demonstrations ... because that is what they need the most. (SI/1)</p> <p>All this flipped classroom (...) and they had to do three exercises; we made a circle and they explained it. And, it's impressive how they worked, because when they captured everyone's attention, they entered a state of comfort, because they felt like the centre of attention. (SI/4)</p> <p>And it also helped me a lot to talk to the class, that is, to bring the situation on the table (...) and we are going to try to make the situation as favourable as possible for everyone. (SI/5)</p> <p>However, with respect to the dynamics performed during the moments of recess, there was a diversity of opinions among educational professionals, differentiating on the one hand the opinion of PE teachers and, on the other hand, the professionals specialised in attention to diversity (social integrator and therapeutic pedagogy). These differences of opinion can be observed in the following examples:</p> <p>If there is a smaller gathering space where I insist they go because they want to, a place where they feel safe, because I believe that when students feel safe is when they let themselves be, when they flow, when they relate to others ... (SI/2)</p> <p>This centre has the stellar breaks that in the end are breaks in the classroom where students with autism spectrum disorders develop their classes and meet with students unnecessarily and play games and there are students who organize games for them and so on ... but I think that doing it in a separate classroom does not favour inclusion. (SI/5)</p> <hd id="AN0182980859-10">Teacher–student interaction</hd> <p>In our results, a consensus was observed among the participating students regarding the characteristics that teachers should have, as well as the necessary changes to could favour the positive experiences of students with SEN. These characteristics were based mainly on the tone of voice, form of the explanations, and understanding. The students were bothered by the high and strong tone of teachers' voices, and demanded greater understanding, that is to say, they stated that good teachers should be able to give good explanations, so that everyone would be able to understand them. In addition, teachers should be flexible, concerned and attentive.</p> <p>I get along well with (...), better than with (...) because (...) he doesn't get so angry and doesn't yell a lot; then he helps those who need it. And with (...) I don't get along very well because he has a very loud voice, he gets very angry and then well ... if he gets very angry he punishes us. (DG1/3)</p> <p>And I, in general, for all the teachers who give very good explanations, who explain so well that everyone can understand. (DG1/1)</p> <p>She is the best teacher I have had in compulsory secondary education, she is not strict, her way of treating the students is spectacular, and if something doesn't work out she tells you 'keep trying', 'don't worry'. (DG2/10)</p> <p>On the other hand, educational professionals stated that they did not have any difficulties in interacting with students, because they understood that it was part of their professional task, and that they should adapt everything taking into account the characteristics of their students. They also stated that, in order to achieve quality inclusive education, it was necessary to use an appropriate tone of voice, be understandable, as well as achieve closeness with the students:</p> <p>The truth is that very well; I am happy because they respond very well. Then they have their behaviours, it's true, but in the end we end up getting to know each other and we work well. (SI/4)</p> <p>I speak to them in a good tone of voice, above all, when it has to be loud with everyone, but then I approach them and I speak to them slowly and marking the intonation and very low. (SI/4)</p> <p>Because they have been able to cover all the contents as long as they were spoken to clearly so that they could understand. (SI/5)</p> <hd id="AN0182980859-11">Interaction between students</hd> <p>In this case, there different opinions among the participating students. On the one hand, students with autism spectrum disorders, pervasive developmental disorders or intellectual disability expressed that they felt integrated by their classmates, because they had known them for a long time and had been treated well by them:</p> <p>They are people who know me from school and from first school year too. (DG1/3)</p> <p>I get along with everyone because they treat me well. (DG1/3)</p> <p>However, students with other disabilities (physical and visual) stated that they felt isolated or insulted by other classmates as a result of their disabilities. They also agreed that these problems were accentuated in the change from primary to secondary education:</p> <p>It's that they messed with me and my eye, it was just getting to class and I wanted to leave. (DG2/14)</p> <p>They also put me in the first year of compulsory secondary education when I completed sixth school year, especially it was a classmate who bullied me, because he said that he was superior and I was inferior. (DG2/10)</p> <p>The opinion of all educational professionals regarding the interaction between students with SEN and ordinary students coincided. They expressed that the perception that students with autism spectrum disorders, pervasive developmental disorders or intellectual disability had was not a real perception, since, as we had previously mentioned, they felt included; however, educational professionals thought different:</p> <p>They had that perspective, but reality was different from what they perceived. It's very good that they felt part of the group, but because they didn't see what the rest did, then it's complicated. There are times when they did not feel displaced by the simple fact of being there, that they did not speak to anyone, that I was not integrated into the conversation ... yes, but I am there. Since I'm there, I'm part of the group and that's okay with them, that's their perception. (SI/1)</p> <p>In general, they feel included, it is normal; yes, because they have a different perception. So, in the end, until you don't say "Hey! get out of here, you are bothering" they don't become aware. (SI/2)</p> <p>Although it is true that educational professionals, specifically specialists in attention to diversity (social integrator and therapeutic pedagogy), emphasise that the inclusion of students with SEN should start from the figure of the adults:</p> <p>Children do not separate other children because they have autism or because they are blind. In the end, I believe that inclusion in the centres has to come from the adults. (SI/2)</p> <p>For this reason, educational professionals reported the need for constant training and awareness of teachers to achieve real inclusion of students with SEN, specifically, in those subjects other than PE, in which they have observed that there were real inclusion issues.</p> <p>What happens is that in his class his teacher doesn't include him, his teacher has him as an autodidact at the table, from time to time he approaches, but he doesn't include him. He does things that have nothing to do with what his peers do, which has nothing to do with real inclusion. (SI/2)</p> <p>Above all, teacher training, we find many teachers who are very lost and do not know what to do with the students, how they are going to react ... It is true that within our field (PE) there is a subject on disabilities or a specific job with needs, but in others there is not, and of course, they enter here and do not know about it. (SI/5)</p> <hd id="AN0182980859-12">Discussion</hd> <p>This study explores the perceptions and experiences of students with SEN in PE classes and those of their educational professionals in the same context, which is, to the best of the authors' knowledge, a novel research approach. The application of the findings would lead to changes in order to increase students' positive experiences in PE and reduce the negative ones, in favour of their effective inclusion in PE classes. The present discussion is organised following the key question and the sub-themes determined in the results section. The main question of the study was: What is needed to foster effective inclusion during PE classes? and the main topics generating from results were: PE as a curricular area; teacher-student interaction; and interaction between students.</p> <p>In the first place, the opinions of our participating students about their positive experiences in PE were in line with the results of the study conducted by Coates and Vickerman ([<reflink idref="bib12" id="ref48">12</reflink>]), which highlighted that students with SEN enjoyed their PE classes when they were fully included, interacted with their peers, and were allowed to make decisions. It is a positive sign that in general, students view PE as a favourable context, more than other subjects, and that they enjoy to move. In addition, it should be considered that most of our interviewed students had autism spectrum disorders, for whom physical activity had a positive impact on their ability to socially interact, as well as on their ability to communicate, as indicated in the study conducted by Hynes and Block ([<reflink idref="bib32" id="ref49">32</reflink>]). This positive context perceived by students should be used to promote their sense of belonging On the other hand, according to the literature (Coates & Vickerman, [<reflink idref="bib12" id="ref50">12</reflink>]; Goodwin & Watkinson, [<reflink idref="bib23" id="ref51">23</reflink>]), students with SEN state that their negative experiences in inclusion during PE classes are due to feelings of social isolation, restricted participation or competition, aspects that have not been mentioned by our participating students, who stated that the necessary changes should be related to novelty in the contents and methodology, and the avoidance of physical demands. From this view, and in order promote sense of belonging in students with SEN, authors suggest the potential benefit of cooperative learning in PE (Bores-Garcia et al., [<reflink idref="bib6" id="ref52">6</reflink>]).</p> <p>From the point of view of educational professionals, our findings indicated the importance of using new methodologies, as in the study conducted by Grenier et al. ([<reflink idref="bib25" id="ref53">25</reflink>]), which reported the importance of pedagogical innovation to meet the needs of all students. Specifically, our PE teachers stated that one of the strategies to favour the inclusion of students with autism spectrum disorder was the use of methodologies that gave prominence to the students, since, as indicated by O'Connor et al. ([<reflink idref="bib41" id="ref54">41</reflink>]), they need to feel that they have control within their environment to prevent their anxiety. In addition, it has also been observed (Hutzler et al., [<reflink idref="bib31" id="ref55">31</reflink>]; Reina et al., [<reflink idref="bib46" id="ref56">46</reflink>]) that peer education programmes could have a positive influence on the behaviours and acceptance of students with SEN, aspects that coincide with the opinions of the teachers interviewed in our study. As pointed out by Klavina and Block ([<reflink idref="bib34" id="ref57">34</reflink>]), instruction and interaction behaviours between students with and without SEN are increased through peer tutoring. As indicated by Paul et al. ([<reflink idref="bib42" id="ref58">42</reflink>]), students with SEN feel physically and academically isolated by some teaching approaches used to deliver the curriculum, such as being educated in isolation and kept inside the buildings during break times. This fact is in line with one of the opinions expressed by the PE teachers in our study and the students with a SEN different from autism spectrum disorders, manifesting their doubts about having breaks in different places than the rest of the students. In our view, peer tutoring can serve as pedagogical strategy to foster sense of belonging among students with and without SEN in PE, while using different time and space break for a student with SEN within the class, in our opinion, does not promote it.</p> <p>However, our results indicated that all educational professionals considered the suitability of PE for including students with SEN, contrary to the results obtained by Bredahl ([<reflink idref="bib8" id="ref59">8</reflink>]), which indicated that PE tended to leave less space for the experiences of 'feeling capable' and 'overcoming limitations', at least for participants with disabilities. These differences may occur depending on the type of disability exhibited by the students with SEN in each study, given that, in the present study, most of the participating students had autism spectrum disorders in comparison to the number of students with visual and physical disabilities that participated in the study conducted by Bredahl ([<reflink idref="bib8" id="ref60">8</reflink>]). However, the findings of the study conducted by Smith ([<reflink idref="bib50" id="ref61">50</reflink>]) were in line with the idea of our educational professionals about the suitability of PE for inclusion, since environments of sport, exercise and physical activity can provide opportunities for children with and without disabilities so that they can interact and develop friendships, enhancing sense of belonging.</p> <p>Focusing on the teacher-student interaction, it is important to highlight that our results were in line with those found in the literature (Sciutto et al., [<reflink idref="bib49" id="ref62">49</reflink>]; Sproston et al., [<reflink idref="bib53" id="ref63">53</reflink>]), in which the participants wanted their teachers to be more sympathetic to them and their needs, as well as the use of a more flexible pedagogical approach. The students also requested more understanding, as discussed by Brede et al. ([<reflink idref="bib9" id="ref64">9</reflink>]), as well as teachers who listened to their concerns and took their needs into account (Goodall, [<reflink idref="bib22" id="ref65">22</reflink>]). This way, our results are similar to those obtained by Paul et al. ([<reflink idref="bib42" id="ref66">42</reflink>]), which suggested that teachers and other education workers should continue to support students, paying close attention and helping all students feel included. The results also indicated the importance of teachers showing interest and care for their students, trying to include them in activities with their peers. In addition, they can achieve this goal by understanding their students' strengths and needs, empathising and using strategies to offer the necessary support, thus preventing students from feeling different and supporting sense of belonging within the class.</p> <p>However, some of the teachers of our sample stated that not all educational professionals had received the necessary training to adapt their classes to students with SEN, findings that are in line with those of other studies (DeSimone & Parmar, [<reflink idref="bib17" id="ref67">17</reflink>]; Grassi-Roig et al., [<reflink idref="bib24" id="ref68">24</reflink>]; McCrimmon, [<reflink idref="bib38" id="ref69">38</reflink>]; Timmons, [<reflink idref="bib55" id="ref70">55</reflink>]) in which it was argued that most training programmes did not include general education or experiences to work with students with SEN, and that general education teachers were not provided with adequate training or had no experience in working with students with diverse SEN (Alfrey & Jeanes, [<reflink idref="bib1" id="ref71">1</reflink>]; Barber, [<reflink idref="bib3" id="ref72">3</reflink>]).</p> <p>Regarding the interaction between students, our study highlights that the majority of students felt included by their peers in the class group. These findings are contrary to those obtained in the studies conducted by Healy et al. ([<reflink idref="bib28" id="ref73">28</reflink>]), Goodall ([<reflink idref="bib22" id="ref74">22</reflink>]) and Haegele and Maher ([<reflink idref="bib27" id="ref75">27</reflink>]), in which the participants stated that they had felt excluded. It is necessary to reflect that the majority of our participating students (<reflink idref="bib7" id="ref76">7</reflink>, Table 1) had autism spectrum syndromes and that, as indicated by our educational professionals and coinciding with Goodall ([<reflink idref="bib22" id="ref77">22</reflink>]), this type of students did not usually indicate that they felt alone, despite the fact that their classmates or teachers noticed that they were less socially accepted. In contrast, in a study with eight autistic young people (Haegele & Maher, [<reflink idref="bib27" id="ref78">27</reflink>]), most of them recalled experienced bullying, being PE a place this happened more frequently than in other areas; it is noteworthy in our case that SEN with autism are influenced by social desirability, as peers with other type of disability (students with visual and physical disabilities) admitted that they had suffered verbal harassment and intimidation during their school years, because they were perceived as different from their peers, coinciding with the results obtained by Giese et al. ([<reflink idref="bib21" id="ref79">21</reflink>]) and Paul et al. ([<reflink idref="bib42" id="ref80">42</reflink>]) and the aforementioned study from Haegele and Maher ([<reflink idref="bib27" id="ref81">27</reflink>]). In our opinion, more research is needed in this line to specifically address the situation of students with autism in PE classes.</p> <p>The literature (De Boer et al., [<reflink idref="bib15" id="ref82">15</reflink>]; Dell'Anna et al., [<reflink idref="bib16" id="ref83">16</reflink>]) states that peers without disabilities generally have a positive behaviour towards their peers with SEN, coinciding with the opinion of our educational professionals who stressed that peers did not separate other students because of their difficulties. It has also been emphasised that inclusion should start from the adults, since, as evidenced by Grenier et al. ([<reflink idref="bib25" id="ref84">25</reflink>]), teachers' instructional and intentional practices encouraged the participation of students with SEN in classroom activities and with their classmates. In our study, given that the participants were from ordinary centres in the Community of Madrid, Spain, our results were in line with those obtained by Cosier et al. ([<reflink idref="bib14" id="ref85">14</reflink>]) and Szumski et al. ([<reflink idref="bib54" id="ref86">54</reflink>]) who pointed out that inclusive education had multiple benefits, since all students, with or without SEN, developed better academically when they were educated in inclusive environments.</p> <p>One of the limitations found in the present study was the difficulty in accessing and contacting the participants. Also, it can be considered that, since we worked with a convenience sample, the information may have been biased by the fact that there was a greater number of participating students who exhibited autism spectrum disorders in comparison to the number of students with other disabilities or SEN. It is also true that there might have been sex bias; however, as the literature indicates (Kim et al., [<reflink idref="bib33" id="ref87">33</reflink>]), this is due to the dominance of men with autism in comparison to women.</p> <p>Considering all the data mentioned and analysed in our study, we believe that further studies are needed to assess and explore the perspectives of the students with SEN and their teaching staffs in the same contexts in order to know the needs in terms of inclusion. In addition, we believe that it is necessary to expand this type of qualitative studies with observations of both students and teachers in inclusion contexts in order to compare the information from the two groups. On the other hand, we also consider interesting the option of conducting this type of studies with students attending primary education to learn about their inclusive experiences and be able to contrast them with the opinions of the students attending secondary education. It would even be very useful to assess whether the needs regarding educational inclusion in PE depend on the type of SEN exhibited by the students.</p> <hd id="AN0182980859-13">Conclusions</hd> <p>The present study provides the opinion on inclusive PE from the perspective of students with SEN, on the one hand, and from the perspective of educational professionals on the other. The conceptualisation of inclusion adopted is in line with the sense of belonging in PE, focusing on peer interactions and relationships between them and teachers. The participating students mentioned their positive and negative experiences regarding PE classes and reflected on the changes necessary to truly promote inclusion during PE classes. Specifically, they affirmed that their positive experiences resulted from the fact that PE was their favourite subject because it involved movements. On the other hand, their negative experiences were due to the methodology used, the tone of voice in teachers' explanations or the physical demands required by the teachers. For this reason, they expressed that the necessary changes were the use of new methodologies, new contents and greater understanding and flexibility on the part of the teaching staffs.</p> <p>The participating educational professionals expressed their positive and negative experiences regarding the inclusion of students with SEN, and mentioned the most useful strategies and dynamics, from their point of view, for the inclusion of those students in their PE classes. Among these strategies were the use of new methodologies, individual attention and constant communication with all students. The majority of the participating students perceived themselves included by their classmates; however, the opinion of the educational professionals was different, since they stated that the perception of the majority of the participating students, in this case students with autism spectrum syndromes, did not coincide with the reality that they observed. For this reason, qualitative studies that include the observation of both students and teachers in inclusive contexts are necessary: the interactions between them have been graphically assessed, enabling their detection and analysis, which can be used to promote positive and real feelings of belonging in school settings. Likewise, the training and constant awareness of teachers continue to be necessary since, as the findings of the present study indicated, inclusion should be fostered by the educational professionals and their contexts.</p> <hd id="AN0182980859-14">Acknowledgements</hd> <p>The authors are thankful to the educational centres, the educational professionals and students participating in the study, as well as their families. Also, authors appreciated reviewers' work, as the definitely improved the manuscript quality with their detailed and fruitful comments and remarks.</p> <hd id="AN0182980859-15">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0182980859-16">Author contributions</hd> <p>Conceptualisation, C.L., J.C., and J.P.-T; methodology, J.C, M.G., and C.L.; formal analysis, J.C, M.G., and C.L.; investigation, C.L., J.C, and M.G.; resources, J.P.-T., J.C., and M.G.; data collection, C.L., J.C., M.G.; data curation, C.L., and M.G.; writing – original draft preparation, C.L., M.G., J.C., and J.P.-T.; writing – review and editing, J.P.-T., and W.B.; supervision, J.C., J.P.-T. and W.B.; project administration J.P.-T., and J.C.; funding acquisition, J.P.-T. 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  Data: The Inclusion of Students with Special Educational Needs in Physical Education According to the Opinion of Its Protagonists: A Qualitative Study in Spain
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Carmen+Lamata%22">Carmen Lamata</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8060-0951">0000-0001-8060-0951</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mauro+Grassi%22">Mauro Grassi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4457-4025">0000-0003-4457-4025</externalLink>)<br /><searchLink fieldCode="AR" term="%22Javier+Coterón%22">Javier Coterón</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1662-7401">0000-0002-1662-7401</externalLink>)<br /><searchLink fieldCode="AR" term="%22William+Becerra-Muñoz%22">William Becerra-Muñoz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2733-3115">0000-0003-2733-3115</externalLink>)<br /><searchLink fieldCode="AR" term="%22Javier+Pérez-Tejero%22">Javier Pérez-Tejero</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4009-0755">0000-0002-4009-0755</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Sport%2C+Education+and+Society%22"><i>Sport, Education and Society</i></searchLink>. 2025 30(3):353-367.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 15
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  Group: Date
  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education+Teachers%22">Physical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Adapted+Physical+Education%22">Adapted Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spain+%28Madrid%29%22">Spain (Madrid)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13573322.2024.2309350
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1357-3322<br />1470-1243
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The views, opinions and experiences of students with special educational needs (SEN) in physical education classes (PE) must be considered when inclusion in PE is understood as subjective experience of sense of belonging. For this, the goal of this qualitative study was to determine the perceptions and experiences of students with SEN and educational professionals, in order to define the necessary changes to achieve effective inclusion of those students in physical education. Qualitative methodology was used, and two discussion groups were held with sixteen participating students (average age 13 years old), and semi-structured interviews were conducted with five educational professionals (average age 35 years old). The results, generated using thematic analysis, were organised based on the question: What is needed to promote inclusion in PE classes? The emerging themes of the analysis were PE as a curricular area, teacher-student interaction and interaction between students. This study concluded that students felt included by their peers, although educational professionals had different opinions. The changes necessary to promote inclusion during PE classes, according to all the participants of the study, should be the use of new methodologies, understanding and individualised attention to students.
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  Data: As Provided
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  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1466626
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        Value: 10.1080/13573322.2024.2309350
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      – Text: English
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        PageCount: 15
        StartPage: 353
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Physical Education Teachers
        Type: general
      – SubjectFull: Adapted Physical Education
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Sense of Belonging
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Spain (Madrid)
        Type: general
    Titles:
      – TitleFull: The Inclusion of Students with Special Educational Needs in Physical Education According to the Opinion of Its Protagonists: A Qualitative Study in Spain
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            NameFull: William Becerra-Muñoz
      – PersonEntity:
          Name:
            NameFull: Javier Pérez-Tejero
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1357-3322
            – Type: issn-electronic
              Value: 1470-1243
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Sport, Education and Society
              Type: main
ResultId 1