Quality of school-based physical education and sport for students with disabilities in western Australia

Abstract

The relative quality of Physical Education and Sport for students with and without disabilities was examined by surveying the views of students, teachers, and support staff in a sample of West Australian schools. The findings indicate differences in quality of Physical Education and Sport for students with and without disabilities. Students with disabilities did not receive the same quality of Physical Education and Sport experiences, although they tended to be enthusiastic about what they did receive. A higher proportion of this group completed activities other than fully participating in Physical Education and Sport. Depending on individual circumstances, this may suggest that in addition to the inclusion model, there may be a need to establish parallel or segregated and personalised programs for some students. The findings also highlighted the urgent need for (a) inclusionary practice to be an integral part of pre‐service teacher education, (b) a range of professional development and networking opportunities for teachers of Physical Education, and (c) greater resources to be allocated for equipment, facilities and support staff to assist students with disabilities.