Exploring Teachers' Voices about Inclusion in Physical Education: A Qualitative Analysis with Young Elementary and Middle School Teachers1:

Abstract

To truly understand physical educators' concerns about inclusion their voices must be heard, but little research has been done in Portugal. For this reason, a semi-structured interview in a focus group was held with young physical educators aiming to identify the perceptions and challenges with respect to inclusion in their physical education (PE) classes. Findings of the present research suggest that these PE teachers advocated for inclusion and pointed out advantages for students with and without disabilities, although they raised some challenges that could be an obstacle to effectiveness, including the lack of specific training and experience in inclusive PE and type and severity of the student's impairment. These results emphasize the need for specific preparation of Portuguese PE teachers in inclusive PE not only during the university curricula but also during their professional careers.