VIDBE-Q 2025 Volume 70 Issue 4
physically present but few adaptations and supported are proposed to support their
participation in PE. The analysis of these experiences indicates that inclusion in PE
appears to address the organizational (policies, curriculums) and physical levels
(physical participation) (Wilhelmsen, 2019).
Adaptation of equipment
Some students reported few adaptations of the equipment like the color of the
material but mentioned that adaptation of the material is not systematic. Although
this example is generally positive and corresponds to the third dimension of
inclusion (pedagogical, which concerns the way the physical education teacher
differentiates their teaching by taking into account the diversity of students'
abilities, resources) (Wilhensen, 2019), the adaptations mentioned seem rather
limited, random, and insufficiently personalized, as they vary from one day to the
next. The adaptations proposed for students constitute a relevant recommendation
(e.g., using equipment with variations in color, brightness, or contrast); however, a
more individualized analysis should be undertaken to evaluate the need for further
adjustments, such as increasing or decreasing the size of the ball or equipment,
employing sound-emitting devices, or providing supports such as balls attached to
strings (Lieberman et al., 2019). To complement these adaptations, several
recommendations have been proposed, including instructional strategies such as
pre-teaching, which may involve the use of tactile maps, orientation and mobility
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