VIDBE-Q 2025 Volume 70 Issue 4
The United Nation (UN) convention established a universal framework
emphasizing the right and the accessibility of education for all learners (UN, 2006;
UNESCO, 2015). In parallel, many countries have implemented national
legislation and inclusive policies to ensure that students with disabilities have the
right to a free and appropriate education in the least restrictive environment,
explicitly including physical education (PE) and adapted programs (i.e, Individuals
with Disabilities Education Act. 2004 in United States). However, while legal
frameworks have promoted inclusion, they have also left considerable room for
interpretation regarding the implementation of integrating (placement) and
inclusion (philosophy) (Haegele, 2019) and in school systems. However, many
authors have distinguished between the two concepts in order to clarify their
theoretical foundations and practical application (Block, 1999; Haegele, 2019;
Obruniskova & Block, 2020).
Integration refers to a physical "placement in which students receive their
education, regardless of learning style or unique educational needs, students are
educated in the same setting" (Haegele, 2019). Integration emphasizes the role of
special education within the general education system and the right of all children
to receive educational support in the same setting (Obruniskova & Block, 2020; Qi
& Ha, 2012). Inclusion goes beyond physical placement and refers to an
educational philosophy that "promotes a sense of belonging, acceptance, and value
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