ABSTRACT
Opportunity and ability to join in are features that impact the participation of children with disabilities. Attendance is a prerequisite for participation, but simply integrating students with disabilities into mainstream schooling does not automatically mean that the student experiences the feeling of being included. Students with disabilities report participation barriers in out-of-classroom activities related to environmental aspects of availability and accessibility. Also, barriers related to teachers’ knowledge and attitudes, class size, personal limitations, and scheduling. Inclusive compulsory education provides opportunities for all students to engage in their own learning. Inclusive education is therefore an important context for children with disabilities to share participatory benefits with peers. To meet specific needs of diverse learners, special support such as environmental adjustments, contextual modifications and individual assistance need to be provided. In everyday classroom practices this means an attitudinal shift towards adapting the environment to accommodate the learner rather than for the learner to adapt to the teaching. This chapter focuses on aspects of the successful inclusion of students with physical disabilities in activities outside the classroom.
