Inclusive Practices Research Articles

Resistance Capital as a Cultural Asset That Supports Latina Leadership Development & Address Environmental Leadership Challenges in K-12 Schools

ABSTRACT This study delves into the leadership experiences of Latinx women in their professional work contexts who serve as K-12 school principals in public schools located in New Jersey. It accentuates the obstacles faced by these Latina administrators in their roles as school principals to deconstruct negative perceptions and biases toward Latina principals rooted in social identity stereotypes of gender and ethnicity. The study’s findings reveal how their leadership challenges have empowered them to confront microaggressions from intersecting social identity stereotypes related to gender and ethnicity. The primary objective of the research is to dispel misconceptions about Latina school principals and advocate for inclusive leadership practices. The findings indicate that the sustained career success of the Latina school principals in this study was driven by resistant capital (CCW, Yosso & Yosso, 2005; Yosso & Escobedo, 2022), a form of cultural asset that presents an alternative narrative about Latina educational leaders. This study underscores the significance of recruiting and retaining Latina school principals in urban districts and proposes a framework for preparing Latina leaders from K-12 through college.

The role of school leaders in developing inclusive practices in Icelandic compulsory schools

ABSTRACT Icelandic education policy has a strong focus on inclusive education, but available Icelandic evidence indicates a lack of well-defined procedures in schools and municipalities aimed at inclusive education. Research literature has placed emphasis on the central role that school leaders play in developing inclusive schools. The purpose of this qualitative case study is to develop an understanding of school leaders’ role in developing inclusive practices in Icelandic compulsory schools. Inclusive practices refer to the strategies, approaches, and frameworks created to ensure that all students, regardless of their abilities, backgrounds, and learning needs, can participate fully in educational opportunities. Data collection took place between May 2022 and January 2023. Interviews were conducted in two compulsory schools and in this paper, we build on 8 interviews with 14 teachers and school directors. The interviews were recorded and then transcribed verbatim before the thematic analysis commenced. The findings are introduced according to three main themes: Inclusive school leaders’ role in setting direction, Inclusive school leaders’ role in organisational development and Inclusive school leaders’ role in human development.

The mirage of diversity, equity, and inclusion: Exploring career development professionals’ pedagogy and praxis

AbstractDespite the importance of students exploring career options, developing career readiness, and experiencing a successful transition to the workforce, historically excluded populations’ participation in career development remains low. Additionally, career development professionals continue to feel unsupported in their diversity, equity, and inclusion (DEI) practices and in incorporating DEI in their respective roles. This multicase study uncovers a mirage approach to the work of career development professionals, providing opportunities to engage in this work, yet largely leaving DEI work unsupported in their quest to incorporate it into their spaces. Results indicate the larger impacts of navigating a lack of support as well as the oppressive intuitional structures that persist while engaging in DEI pedagogy and praxis.

A Function of Board Diversity? Does Diversity Equip Nonprofit Performance

Nonprofit boards receive plenty of advice about what they “should” do, but many fail to heed the guidance—perhaps due to limited resources, a failure to prioritize, or not realizing the critical linkage between board performance and organizational performance. This research examines diversity in board membership by linking board diversity to organizational performance. We utilize data from a large, representative national survey of nonprofit executives in the United States to examine the diversity of nonprofit boards in terms of visible diversity and inclusive behaviors and practices. Using regression analysis, we find diverse boards have more inclusive governance practices, and board diversity practices are positively related to nonprofit performance. These findings offer fresh evidence about why diversity matters relative to how boards function and their impact on fulfilling their organizational mission. This research contributes to how we think of diversity and inclusion in the nonprofit sector and why it matters beyond representational value.

Inclusive practice: a study exploring community pharmacists' perspectives, knowledge, and training of Neurodiversity (ND) and the effects on their practice

Abstract Introduction An estimated 1 in 7 people in the UK are neurodivergent, a term encompassing conditions such as autism, attention deficit hyperactivity disorder (ADHD), and other learning differences.1 Neurodivergent individuals have poorer health outcomes, increased risk of premature mortality and reduced access to healthcare.2 The Oliver McGowan case highlighted the need for raising awareness of neurodiversity and mandatory training.2 CPs are uniquely positioned to implement simple adjustments, e.g., adapting communication methods and inclusive pharmacy spaces, consequently reducing health inequalities. CPs’ knowledge, cultural perspectives and current accommodations in their practice for neurodiverse patients must be determined. Aim To explore community pharmacists' perspectives, knowledge and training of neurodiversity and the effects on their practice. Methods A mixed-methods approach was used following ethical approval from Kingston University Ethics Committee. After a pilot study, using random sampling, paper questionnaires comprising 26 mixed-style questions were distributed and collected in person to community pharmacists in East London boroughs within a two-month period. Survey participants were invited for an optional in-person or remote semi-structured interview, conducted using a validated interview guide. The minimum sample size was 129 pharmacists (Raosoft online calculator; 95% confidence interval). Data was analysed using descriptive and inferential statistics, using Microsoft Excel alongside thematic analysis for interview responses. Results Response rate was 80% (n=103/129) and 6 pharmacists participated in interviews. 53% (n=55) were Asian, 21% (n=22) Black, and 19% (n=20) White ethnicity. 52% (n=54) identified as male and 47% (n=48) as female. There was a statistically significant correlation between ethnicity and perception of neurodiversity, with conditions taken less seriously in Asian and Black cultures compared to White culture (p<0.001). White participants were statistically more likely to rate their knowledge as good or above in comparison to Asian or Black participants (p=0.01), with 70% (n=14/20) White participants rating their knowledge as good in comparison to 18% (n=4/22) Black and 29% (n=16/55) Asian participants. 100% (n=103/103) and 94% (n=97/103) participants were able to identify autism and ADHD respectively as neurodiverse conditions but only 20% (n=21/103) and 21% (n=22/103) respectively identified dyspraxia and dyscalculia. 94% (n=97/103) stated no changes were made to accommodate neurodiverse patients with only 3% (n=3/103) offering large-print labels or poster formats and 2% (n=2/103) offering quiet areas. Thematic analysis demonstrated the absence of interventions and awareness was commonly due to systemic barriers and lack of specific training. Participants described diverse cultural attitudes and attached stigma to neurodiversity. Discussion/Conclusion There are significant gaps in knowledge about neurodiversity, possibly linked to a lack of formal training opportunities for CPs. Consequently, minimal adjustments are made to accommodate neurodiverse patients. Changes to pharmacy education and training are needed to develop general understanding, with tools that can be incorporated in pharmacies to aid neurodiverse patients and improve health literacy.2 Simple measures such as ‘quiet hours’ or large-text labels can greatly impact a person’s healthcare experience. However, improvements are required in infrastructure and resources within pharmacies, as well as shifts in cultural attitudes to encourage patients to share their status.3 Study limitations included time constraints and a small but diverse geographical area.

Creating an inclusive workforce in 2024: Are pharmacy teams across England committed to embedding equality, diversity, and inclusion?

Abstract Introduction The Pharmacy Workforce Race Equality Standard (PWRES) published in 2023 provided evidence of the varied experiences that registered pharmacy professionals in NHS trusts face, particularly in relation to gender and ethnicity.1 Following this, the Inclusive Pharmacy Practice delivery group at NHS England set out to raise awareness of the data and to support regions in developing action plans to drive improvements in equality, diversity and inclusion (EDI) within pharmacy teams. Aim The aim of this study was to identify current initiatives within NHS providers that promote EDI within the pharmacy workforce with a view to enabling the sharing of good practice, and identifying implementation barriers. Methods A questionnaire was created by the Chief Pharmaceutical Officer’s Clinical Fellows and distributed by the 6 regional chief pharmacists within NHS England to their networks. The questionnaire was also promoted in regional pharmacy leadership meetings. Responses were collected between 1st February and 31st May 2024. Data was collected on an Excel spreadsheet. London was excluded from data collection as a similar questionnaire was distributed in 2023. No ethical approval was needed for non-sensitive anonymised data. Results There were 77 responses: 75% (n = 58) from hospital trusts, 13% (n = 10) from integrated care boards and the remaining 9 responses included the Local Pharmaceutical Committee, Hospice and Mental Health Trust. 86% of respondents (n = 66) indicated that their organisation has EDI initiatives in place. These have been summarised into six key themes: 1) EDI network/steering group (n = 44), 2) action plan (n = 14), 3) EDI training/accreditation (n =14), 4) reverse/reciprocal mentoring (n = 11), 5) awareness days (n = 10) and 6) inclusive recruitment practices (n = 10). In contrast, only half of respondents indicated that their team had EDI initiatives. The impact of any initiatives was measured by feedback from staff (e.g. Internal staff survey, NHS staff survey, focus groups, open staff forums) and regular staff demographic data collection. 55% of respondents (n = 36) indicated that recruitment panel members received compulsory EDI training for interviews and 54% of respondents (n = 35) received mandatory recruitment training. Barriers and challenges identified with implementing EDI initiatives included organisational change, workforce capacity, competing priorities and staff apathy. Discussion The survey results highlight a strong commitment to EDI initiatives at an organisational level, with most organisations having established EDI frameworks. However, the lower prevalence of EDI initiatives within individual pharmacy teams suggests a gap in implementation. This discrepancy indicates a need for better dissemination and integration of EDI practices within pharmacy team settings. There is evidence of varied practice in terms of EDI training requirements of interview panellists, and these variations are opportunities where improvements can be made in terms of IPP. The survey was only sent to the managed NHS sector and is not reflective of primary care or community pharmacy. One of the next steps is for regions to use the results of the questionnaire in combination with the PWRES data to develop and implement local action plans to address these issues. Reference 1. NHS England. Pharmacy Workforce Race Equality Standard Report 2023. [Accessed 4th June 2024]. Available from https://www.england.nhs.uk/long-read/pharmacy-workforce-race-equality-standard-report/

Reporting Sex and Gender Differences in Cardiovascular Research

Incorporating sexual orientation, gender identity, and expression (SOGIE) data into cardiovascular research design is necessary to reduce cardiovascular healthcare disparities among sexual and gender minority (SGM) people. To achieve this, researchers should not only understand appropriate terminology, but also implement inclusive survey tools that respect privacy and cultural nuances, as the benefit of obtaining SOGIE information is critical to tailoring cardiovascular interventions and ensuring equitable healthcare outcomes. In order to address potential concerns related to disclosing SOGIE information, we must prioritize sensitivity training for healthcare professionals to foster an inclusive environment for data collection, ethical considerations, and confidentiality safeguards. This review aims to develop and inform critical thinking about sex and gender and to identify strategic mechanisms to include SOGIE data in cardiovascular research, thus improving cardiovascular health outcomes for SGM individuals. By embracing a more comprehensive and inclusive approach to data collection, cardiovascular research can contribute significantly to advancing personalized and inclusive healthcare practices and medical education, and ultimately promote better health outcomes for all SGM individuals.

Partnership between a consumer-led mental health research network and a large mental health research organisation: an Australian mixed methods case study

AimThis paper presents a case study review of an Australian research partnership between an independent mental health lived experience-led research network and an academic organisation established for the research and treatment of disorders of the brain and mind. The aim of the study was to explore the principles and practical requirements needed for a successful partnership that promotes inclusive research practices and power sharing and provide a framework to improve the operationalization of future similar partnerships.MethodsThis study was led and conducted by lived experience researchers. We used a mixed-method approach to data collection for data triangulation. An environmental scan of peer-reviewed and grey literature on mental health research partnerships was conducted, followed by a three-part data collection with members of both organisations. Data collection comprised an online survey, in-depth interviews, and a roundtable discussion to integrate findings and formulate recommendations.Results and ConclusionThis case study explores and describes a missed opportunity of a consumer led mental health research organisation to work successfully with an established mental health research organisation. Poor communication and unclear processes led to unmet expectations on both sides. Findings suggest the use of reflective practice by team members of both partner organisations may have been helpful in identifying further improvements to inclusive research practice, empowering consumers in inclusive mental health research.

The new Norwegian Education Act as arrangements for inclusive education practices for students with SEN: the vanishing concept of the Nordic model?

ABSTRACT Despite commitment to the values of one school for all in Norway, there has been an increasing number of segregated units for students with special educational needs (SEN) over the years, highlighting a discrepancy between legislative intentions and the practical implementation of inclusive education. Barriers to inclusion can emerge in any setting, especially when there is a lack of a shared understanding of inclusion and inclusive education within legislative frameworks. This study investigates how the new Norwegian Education Act (EA) could constrain and facilitate inclusive education practices for students with SEN by analysing the EA and its preparatory documents through the lens of Theory of Practice Architectures (TPA). The findings indicate that the EA promotes a discourse consistent with a broad definition of inclusion. The enhanced focus on students’ democratic rights to be involved in decision-making aligns with the values of the Nordic model of education. However, the broad definition of inclusion, the ambiguous concept of students with SEN, the reduced emphasis on SEN in legislation and the endorsement of alternative educational settings in preparatory work could exacerbate the segregation of students with SEN, thus undermining the fundamental values of the Nordic educational model.

Primary School Teachers’ Attitudes, Perceptions and Self-Efficacy Regarding Students With Special Educational Needs: A Comparative Study of the Education Systems in Slovenia and Kosovo

The purpose of this paper is to explore teachers’ attitudes, perceptions and self-efficacy regarding students with special educational needs in Slovenia and Kosovo, as well as to identify the similarities and differences between the two education systems in terms of inclusive practices. Quantitative data were collected from a sample of teachers working in grades 1–5 of primary schools in Slovenia (n = 258) and Kosovo (n = 255). The data were gathered using the Sentiments, Attitudes and Concerns about Inclusive Education scale and the Teacher Efficacy for Inclusive Practice scale and analysed using SPSS version 21.0. The findings indicate higher means of samples in both Slovenia and Kosovo in negative sentiments, attitudes and perceptions regarding inclusive education, while statistically significant differences were identified in attitudes and other factors, such as age, gender or teaching experience with students with special educational needs. Teachers in Slovenia and Kosovo scored higher in self-efficacy, which is negatively correlated at a significant level with sentiments, attitudes and perceptions regarding inclusive education.

Empowering Malaysian early childhood practitioners’ sustainable inclusive practices through the ‘integrating and navigating Science, Technology, Engineering, Arts, and Mathematics’ (inSTEAM) framework

This study investigate the Malaysian early childhood practitioners’ science, technology, engineering, arts, and mathematics (STEAM) integrating understanding and practices. Several research studies continuously report that the learners’ interest and motivation in STEAM are declining worldwide, and this reflects the current reality of the shortage of STEAM leaders and experts in the workforce. One of the primary purposes of STEAM learning in the classroom is to enhance the learning process and outcomes to prepare young children for a future STEAM-focused career. A qualitative approach of semi-structured interviews and classroom observations was employed to deeply understand the participants’ practices on Malaysian early childhood STEAM integration. This study adopted the ground-up approach of the constructivist paradigm. This study interviewed 15 early childhood practitioners (including one center director) in several small groups from early childhood centers in the Metropolitan area of Kuala Lumpur, Malaysia. The findings showed how practitioners utilize their understanding and translate this into an integrated STEAM enactment. This study focused on practice-based inputs, where the practitioners also attempted to teach a makerspace lesson that focused on designing and constructing STEAM solutions. Using thematic analysis and coding of the practitioners’ inputs and discussions, five themes arose from the analysis of the interviews. ‘Character building STEAM educators’, ‘locus of control’, ‘risk-taking as part of STEAM learning’, ‘differentiating in STEAM lesson’ and ‘where interest-based learning fit in the local Malaysian curriculum’ were factors that impacted the participants’ drive and actions to integrate STEAM and makerspace. The findings informs other early childhood practitioners understanding and STEAM integration practices. Future study may include a continuous investigation to support early childhood practitioners to facilitate and deliver STEAM integration both inclusively and sustainably.

Prácticas docentes en materia de competencia comunicativa que facilitan la inclusión de niños y niñas en situación de vulnerabilidad

Classroom diversity, as a space oriented to the full development of its learners requires various inclusive practices that bridge gaps and favor collaborative and respectful work, thus promoting a democratic and dialogic space. This article seeks to describe the communicative teaching practices that favor inclusion in elementary classrooms in Chile, by identifying their effect on the students from the perspective of teachers. To achieve this objective, a two-phase study was carried out: 123 teachers from different regions of Chile participated in the first phase responding to a quantitative instrument; 21 teachers participated in the second phase through a semi-structured interview. The main findings are related to teaching strategies, not very intentional although systematic, but which comply with the diversity, evaluation and self-evaluation components, and also favored the students’ protagonism in their learning process.

Teachers’ noticing in inclusive and special school systems: the same or different?

ABSTRACT The quality of teachers’ noticing in the inclusive classroom is supposed to depend on teachers’ expertise. As part of professional development in video clubs, we compared Austrian and Swiss teachers’ noticing of inclusive teaching. While, in Austria, teachers worked in an inclusive setting, in Switzerland the participating school ran special educational needs (SEN) classes. This led to the interesting question of whether there were differences in teachers’ noticing between the two forms of special needs education. We conducted a video club with mainstream and SEN teachers four times locally and twice cross-nationally. A qualitative content analysis was carried out and the frequencies of categories were compared quantitatively between the groups and over time. Overall, the two groups did not differ in their noticing, which is somewhat surprising but can be explained by their generally high level of expertise in relation to heterogeneous teaching. Lesson content was the only significant category where teachers in inclusive classrooms showed higher frequencies of noticing. It appears that teachers with experience in either setting were able to assess meaningful heterogeneous teaching, but that opportunities for development of inclusive teaching practices are not yet being used fully.

Promoting intergenerational learning in higher education: participants’ perspectives on co-management and project-based learning

ABSTRACT Intergenerational (IG) practices foster understanding among diverse age groups, enhancing active ageing and social cohesion. Universities, as key stakeholders in lifelong learning, are pivotal in IG initiatives. Hence, this study investigates IG practices, rooted in project-based learning and co-management, in an international collaboration of universities. It explores participants’ views on IG learning experiences, emphasising generational perspectives and institutional situatedness. The research was conducted in 2022/2023 across Central and Eastern European universities, involving 45 participants (25 older learners, 20 students). Focus group interviews were employed, using a hybrid deductive-inductive approach. Results reveal age-related differences in IG learning perceptions: younger participants emphasised self-expression and connections, while older adults reported view changes about younger generations. Project-based collaboration and effective communication were key facilitators. Institutional situatedness was also identified as a relevant perspective. Participants at Mendel University emphasised the social engagement of older adults; at Eötvös Loránd University, the focus was on the choice of topics and roles; while at University of Split, there was an emphasis on fostering creativity and cooperation. The study thus underscores IG learning’s complexity and advocates for inclusive IG practices in universities, leveraging project-based and co-management principles.

Overcoming the Challenges of Including Learners with Visual Impairments Through Teacher Collaborations

In this article we report on a study undertaken with 255 teachers working with learners with visual impairments. The focus of our discussion is teachers’ implementation of inclusive education policies with learners with visual impairments in full-service schools in South Africa. We foreground the ways in which the teacher participants relied on teacher collaborations to overcome some of the challenges they faced as a result of limited resource provisions in schools in this country. We implemented an instrumental case study design and followed the approach of participatory reflection and action (PRA). The sample included teachers (n = 255) from seven full-service and ten special schools from five provinces in South Africa. In addition, 50 expert stakeholders who work in the field of visual impairment were involved. For data generation and documentation, we utilised PRA-based workshops, the observation-as-context-of-interaction method, audio-visual techniques, field notes, and reflective journals. The findings of our research confirm that full-service schools face distinct challenges regarding limited resources as well as teachers that are inexperienced to accommodate learners with visual impairments. Even though the teachers in our study were initially reluctant to implement inclusive education practices, their collaboration with fellow teachers and other informed stakeholders enabled them to address some of the challenges they experienced and implement inclusive practices. They subsequently formed a team and learnt from one another to facilitate positive changes through the implementation of inclusive practices, thereby following a socio-ecological approach to inclusive practices in full-service schools in South Africa.

Equity, Diversity, and Inclusion in STEM Academic Librarianship: Perspectives and Practices in Canada

This research explores the perspectives and practices of Equity, Diversity, and Inclusion (EDI) in Canadian Science, Technology, Engineering, and Mathematics (STEM) academic librarianship. Research data were collected from Canadian STEM librarians through an online survey and one-on-one interviews. Findings indicate that the majority of participants' libraries and institutions have integrated EDI into their strategic plans, policies, or guidelines. These STEM librarians shared their perspectives, experiences, opportunities, and challenges in achieving their EDI goals. Besides providing examples of practices, the research sheds light on potential improvements to encourage STEM academic librarians to effectively integrate EDI into their professional practices. Establishing a supportive organizational culture for EDI is identified as a crucial motivational factor.

Periodontal diseases in Africa.

Periodontal diseases, a group of complex conditions marked by an excessive immune response and periodontal tissue destruction, are a global health concern. Since 1990, the incidence of these diseases has doubled, with Western sub-Saharan Africa experiencing the highest burden. Accurate diagnosis and case identification are crucial for understanding the etiology, features of disease, research, treatment and prevention. Modern perspectives on periodontal disease classification are based on commonality among those affected. However, current literature is often plagued by methodological inconsistencies and focused on disease mechanisms in European populations. Health inequalities in low- and middle-income countries (LMICs) are exacerbated by these challenges, with sub-Saharan Africa, and Nigeria specifically, facing unique difficulties such as clinical personnel shortages and limited research infrastructure. This review explored disparities in periodontal disease research, care and outcomes in African populations. We highlighted these disparities and identified the factors contributing to inequities in periodontal health outcomes. We further demonstrated the critical need for inclusive and equitable healthcare and research practices tailored to the unique challenges faced by diverse populations and regions with limited resources. Addressing these disparities is essential for ensuring that advancements in healthcare are accessible to all, thereby improving global oral health and general health.

Smart Cities, Digital Inequalities, and the Challenge of Inclusion

While cities on a global scale embrace smartness as a roadmap for efficient urban governance, disparities persist in the domain of digital accessibility, literacy, and skills, with manifestations of digital exclusion, ageism, and ableism prevalent in most digital urban experiences. Despite their commitment to bridging the digital divide, governments lack comprehensive frameworks to inform policymaking and action for inclusion in smart cities. This review paper aims to deepen the understanding of the multifaceted challenges confronting the governance of inclusion in smart cities. Drawing from a review of research encompassing digital inclusion, digital transitions, smart cities, and urban governance, we discuss who is included and excluded in the governance of smart cities; what are the necessary conditions to be met for smart cities to be considered inclusive; and how can smart city governance deliver public value and equal benefits for all. As a novel contribution, this paper outlines a reflective framework to inform citizen inclusion in the governance of smart cities. This framework is meant to act as a starting point in the design of inclusive digital urban policies, and can also be employed to assess the directions taken to date in public organizations towards more inclusive urban practices.

Understanding occupational therapy perinatal mental health practice in mothers from ethnic minorities: A qualitative study of practitioner perceived barriers and enablers

Introduction: In the United Kingdom, ethnic minority mothers experience increased risk of mental illness compared to white women of British heritage. However, there is insufficient research to guide perinatal mental health occupational therapists to develop services that are accessible and meet the diverse needs of service users. This study explored perinatal mental health occupational therapists’ perceptions of the barriers and enablers to an inclusive service provision for ethnic minority mothers. Methods: A qualitative study was undertaken. Recruitment via social media used non-probability sampling. Semi-structured interviews collected data which were then analysed thematically. Results: Eight occupational therapist participated in the study. Three main themes were identified: observation of caseloads; experience of providing occupational therapy; influence of the therapist’s culture. Participants perceived stigma, fear, language and cultural perceptions created barriers for ethnic minority mothers. Discussion: Limited workforce diversity, ineffective mandatory training and insufficient referral to occupational therapy by other healthcare professionals were believed to negatively impact service delivery. Cultural experience and reflective practice were felt to enable inclusive practice. Recommendations to inform perinatal mental health occupational therapy practice in the United Kingdom and internationally include collaborations to gain a more diverse workforce, improved mandatory training and strategies to increase cultural sensitivity and competence.

Human resource management of Physical Education teachers for students with special needs in inclusive schools

This study used the systematic literature review to explore articles related to human resource management and physical education teachers who work with students with special needs in inclusive schools. Data were obtained from articles searched through Google Scholar. The keywords used were ("Human Resource Management" OR "HR Management") AND ("Physical Education Teacher" OR "PE Teacher") AND ("Special Needs Students" OR "Students with Disabilities" OR "SEN Students") AND ("Inclusive Schools" OR "Inclusive Education"). The search focused on articles published in Scopus-indexed journals between 2019 and 2024. During the search, inclusion and exclusion criteria were applied. The initial search generated 17,400 articles. Furthermore, the articles were screened again in several stages, and 16 articles that fit the theme and met the inclusion requirements were yielded. During the article selection, this study followed the PRISMA guidelines. The results of this study showed that inclusive education presents significant challenges in human resource management, especially regarding the readiness and competence of physical education teachers. For example, the teachers did not receive sufficient training in inclusive methodologies, leading them to feel underprepared for the diverse needs of students. Thus, comprehensive training that covers theory and hands-on practice was identified as a solution. Teachers with more in-depth training and experience showed more positive attitudes and abilities. In addition, adjustments to teaching methods and effective use of technology, with school support and collaboration between teachers, staff, and parents, were key to success. Furthermore, policy changes and adequate resource allocation were also crucial. Periodic evaluation of inclusive practices was necessary to ensure continuous development. Thus, increased training, supportive policies, and ongoing support from the government and schools were necessary to achieve effective, inclusive physical education.