ABSTRACT
This chapter provides an overview of school physical activity (PA) for children with disabilities and emphasizes how school environments influence their PA levels. It also examines the challenges of PA measurements and intervention outcomes, and how we learn from the past and move forward to meet the health recommendations derived from PA in this special needs population. The International Classification of Functioning, Disability and Health (ICF) has identified disability as an umbrella term that includes impairments, activity limitations, and participation restrictions. The ICF model includes a focus on PA engagement as an important part of the functioning and well-being of persons with disability as it has been used widely in research. The model recognizes the prominence that both personal and environmental factors play in influencing the PA of those with disabilities. Studies have found that PA levels vary as a function of disability type, gender, and age. For example, children with physical and severe intellectual disabilities.
