Teaching Inclusive Physical Activity and Sports to Students with Intellectual Disability: Perception and Experiences of PE Teachers and Learning Support Educators

Although the significance and importance of inclusive physical education (IPE) have been widely discussed, research continues to highlight the barriers and challenges physical education (PE) teachers and learning support educators (LSEs) face when including students with intellectual disabilities (ID) during mainstream physical education lessons. The aim behind this chapter is to identify the views of PE teachers and LSEs working with students with ID and explore the factors influencing their teaching experience. This chapter shows that even though PE teachers and LSEs are in favor of IPE, they still struggle to include every student in class due to their lack of knowledge and experience and their motivation to teach students with ID. Moreover, questions around whether mainstream schooling is the ideal setting for students with ID were highlighted. This is because students with ID find themselves being segregated, bullied, and being disruptive during class. This chapter suggests that both PE teachers and LSEs are provided with continuous development program to enhance knowledge and support each other better for a better inclusive environment during the PE lessons.