VIDBE-Q 2025 Volume 70 Issue 4
assist the students with VI in inclusive setting. Indeed, the absence of an obligation
to allocate resources in PE, combined with the discretion granted to teachers in this
regard, appears to tilt the balance toward a lack of resources for this subject.
However, the presence of teacher assistant and/or paraeducators is considered as a
facilitator to support the participation of student with disabilities in PE (Alves et
al., 2017; Lieberman, 2024). The role of paraeducators in PE, also known as a
paraprofessional, teaching assistant, educational assistant, or teacher's aide — is
defined as a "support personnel who assists teachers in different phases of the
instructional process, which includes the delivery of direct services" (Fuller &
Lieberman, 2024; Lieberman et al., 2024). The roles of paraeducators are to assist
students' movement as needed, keeping students on-task to listen to instructions,
repeating instructions if needed, prompting students for safe transitions, assisting
teachers with assessment procedures, and participating in activities with students
(Davis et al., 2007; Fuller & Lieberman, 2024; Lee & Haegele, 2016).
Consequently, the lack of support can have a significant impact on students'
participation in classes. Furthermore, the experiences examined do not indicate the
presence of formal assessment or individualized education plans (IEPs) in physical
education, which are nevertheless cornerstones of accommodation planning and
inclusion (Lieberman, 2024; Liu & Caperton, 2025). Finally, the study did not
allow for questioning students about peer relationships in the context of inclusion,
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