ABSTRACT
This chapter aims to discuss inclusion as an ethical dimension of physical education from a phenomenological perspective. Evans launched a debate about how the notion of ability is and should be understood in physical education. Ability is therefore always an expression of both individual differences and the particular processes of valuation and recognition taking place in the field of physical education. Vickerman and DePauw have discussed physical literacy and inclusion of individuals with disabilities and diversity issues more generally. They stress that although diversity and difference should be considered an enrichment to any learning environment, it is often thought of in terms of being a problem. The idea of a capabilities approach was originally developed as an alternative way to make comparisons of nations' development. It sought to replace gross domestic product (GDP) as a measurement of how well nations fare in relation to development and quality of life for their citizens.
