ABSTRACT
Physical education (PE) is a key component of the educational experience of all children and youth, including those with disabilities. Learning from the perspectives of students with disabilities provides critical insights into how the PE environment is experienced in a way that may differ from adult views. Gathered primarily through qualitative research approaches, students with disabilities have reported mixed experiences of PE and adapted physical education (APE) that included positive and negative aspects. Interactions with teachers and peers without disabilities are key factors in determining successful PE experience for students with disabilities. Despite reporting negative experiences, the majority of students with disabilities, from across the globe, expressed a desire to participate in PE classes with peers without disabilities. Students with disabilities want to be involved and share their needs with their teacher, which requires improved communication between students and teachers.
