ABSTRACT
Inclusion has been defined as ‘a place where everyone belongs, is accepted, supports and is supported by his or her peers’ (Stainback and Stainback 1990: 3) and has been a prominent ideology in western education since the 1980s. Research on inclusive physical education has increased significantly in the past ten years over the previous ten. A review by Block and Vogler in 1994 found only ten studies that focused specifically on students with disabilities in general physical education.1 A review of the literature from 1995-2005 (Block and Obrusnikova 2007) revealed 38 studies focusing on students with disabilities in general physical education in six areas of focus: (a) support, (b) affects on peers without disabilities, (c) attitudes and intentions of children without disabilities, (d) social interactions, (e) ALT-PE of students with disabilities (Academic Learning Time-Physical Education) and (f) training and attitudes of general physical education teachers. Of the 38 articles reviewed, only five reported the actual experiences of students with disabilities.
