VIDBE-Q 2025 Volume 70 Issue 4
different forms of support. In inclusive settings, students reported that no
additional personnel were present to support them in PE. "No, my special
education teacher does not come to PE classes" (P4). In contrast, in special school,
students could receive support from an additional person, which allowed them to
increase their participation in PE classes. "I have someone who helps me perform
the different exercises, showing me, for example, how to jump, because I can't see
the floor very well, all that " (P5). In inclusive context, support is not provided in
PE and in special schools, students could receive any support by a special educator,
but any adapted physical educators is mentioned, as this profession don't exist in
Switzerland.
Facilitators
Conversely, students identified several facilitators that could enhance their
participation in PE. Access to adapted equipment was highlighted as one key
factor, with one student noting, "Yes, the balls that make noise (with a bell inside)
might help me" (P4). Modifications to the physical environment were also
perceived as supportive, as another participant explained, "Reducing the number of
obstacles would greatly help me and make the task much easier to complete" (P2).
These insights suggest that both tailored equipment and environmental adjustments
can play an important role in promoting engagement in physical education for
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