Inclusion: What is needed to make it work for all children with disabilities

Abstract

The concept of inclusion in physical education is based physical educators (Chandler & Greene, 1998; Meegan & on a belief that educating children with and without dis- MacPhail, 2006; Vickerman, 2009) and peers (Klavina abilities together has mutual benefits to both groups & Block, 2008) as well as implementation of inclusion of children (Block, 2007, 1994). Limited research sug- in physical education that appears to be flawed (Block, gests including children even with severe disabilities can 1999). It seems that there are three main factors that be very successful (e.g., Block & Zeman, 1995; Klavina positively or negatively influence the success of inclusion & Block, 2008; Obrusnikova, Block, & Valkova, 2003). in physical education: (1) preparation of general physical However, other research suggests inclusion in physical educators, (2) supports needed to make inclusion work education may not always be carried out appropriately including the preparing peers, and (3) the provision of resulting in negative experiences for children with dis- partial inclusion in unique situations with children with abilities (Blinde & McCallister, 1998; Hutzler, et al 2002). more severe disabilities. The purpose of this presenta- Why the disparity in research findings? The inherent tion is to discuss research and offer suggestions on how philosophy of inclusion as well as anticipated benefits to deal with each of these key factors relative to inclu- of inclusion are not wrong. Rather, it the preparation of sion in physical education.