VIDBE-Q 2025 Volume 70 Issue 4
within a group" (Haegele, 2019; Spencer-Cavaliere & Watkinson, 2010). Inclusion
requires educators to deliver content in ways that foster diverse learning, ensuring
that students with varied educational needs can succeed while receiving
appropriate support (Block, 1999; Block & Obrusnikova, 2007). However, a
"shift" between the two concepts may occur creating and evident tension between
rhetoric and practice (Heagele, 2019; Obruniskova & Block, 2020; Qi & Ha,
2012). Indeed, unclear policy formulation and the use of imprecise terminology
may result in misunderstandings regarding the practical implementation of
inclusion and permit a broad range of interpretations (Pečnikar Oblak et al., 2023).
Although several years have elapsed since the enactment of relevant laws and
policies, the topic of inclusion in PE remains highly pertinent. The discussion
regarding its potential benefits and the challenges associated with its
implementation continues to attract considerable scientific attention and inclusion
has been examined and synthesized from multiple perspectives (i.e., attitudes,
barriers), reflecting its complexity and ongoing relevance within the field.
Inclusion has been associated with benefits such as increased social participation;
however, studies also reported potential adverse outcomes, including
marginalization, isolation, discrimination, bullying, perceived incompetence, and
limited peer relationships (Coates & Vickerman, 2008; Miyauchi et al., 2020;
Obruniskova & Block, 2020). Several challenges and barriers have been identified,
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