EUJAPA 2009, 2(1):46-61 | DOI: 10.5507/euj.2009.004

A CONTEMPORARY REVIEW OF ENGLISH LANGUAGE LITERATURE ON INCLUSION OF STUDENTS WITH DISABILITIES IN PHYSICAL EDUCATION: A EUROPEAN PERSPECTIVE

Deirdre O'Brien1, Martin Kudláček2, Peter David Howe3
1 EMMAPA Student; Faculty of Physical Culture at Palacky University, Olomouc, Czech Republic
2 Faculty of Physical Culture at Palacky University, Olomouc, Czech Republic
3 Loughborough University, Peter Harrison Centre for Disability Sport, UK

The state of inclusion for students with disabilities in general physical education (GPE) varies across European countries. In many countries inclusive physica al education is still a developing practice. The purpose of this review of literature published in English is to highlight current debates surrounding the inclusion of students with disabilities in physical education, in hope that there might be a degree of consensus of opinion surrounding the facilitation of inclusive practices within Europe. This review covers an eight year period commencing in early 2000. A total of twenty seven articles are highlighted in this review using the Theoretical Model for the Study of Classroom Teaching (Dunkin & Biddle, 1974) which suggests that study of teaching and learning involve four variables: presage (teacher), context (students), process (interaction) and product. The ultimate aim of this review is to use recent publications in the field of APA to highlight a need for the establishment of professional guidelines for successful implementation of good practice within GPE throughout Europe.

Keywords: physical education, integration, inclusion, mainstreaming, disabilities

Prepublished online: February 5, 2011; Published: March 31, 2009Show citation

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O'Brien, D., Kudláček, M., & Howe, P.D. (2009). A CONTEMPORARY REVIEW OF ENGLISH LANGUAGE LITERATURE ON INCLUSION OF STUDENTS WITH DISABILITIES IN PHYSICAL EDUCATION: A EUROPEAN PERSPECTIVE. European Journal of Adapted Physical Activity, 2(1), 46-61. doi: 10.5507/euj.2009.004
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