VIDBE-Q 2025 Volume 70 Issue 4
need for clearer guidance and consistency in applying the law across all sectors,
including PE, to prevent certain domains from being overlooked or
underprioritized. Based on the findings, several practical implications can be
drawn. Clearer guidelines for supporting students with disabilities in PE, including
those with VI, appear necessary, as the current curriculum is too broad to offer
specific and actionable adaptation strategies. Revising and clarifying the
curriculum could better guide inclusive practices while preserving flexibility for
teachers and school stakeholders, without diminishing their responsibilities toward
students with disabilities. Finally, precise specification of legal obligations and
their implementation in each domain could help ensure systematic compliance and
prevent the neglect or omission of certain areas or certain types of disabilities.
By examining six students in inclusive and special school settings, this study
provides insights into how inclusive policies are experienced in practice, though
the findings are not representative of all students with VI participating in PE. As a
main limitation, this study involved six students, and its findings cannot be
generalized to the broader context of physical education in Switzerland. Including
additional participants might have produced different results, and the analysis
could have varied if conducted by researchers with different backgrounds or
interpretive perspectives. Future research should continue to document inclusive
practices in PE from both special education and physical education teachers'
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