VIDBE-Q 2025 Volume 70 Issue 4
including a lack of resources (e.g., teacher assistants) and insufficient training (e.g.,
on disability types, inclusive planning and support, accessibility, pedagogical
strategies, and practical examples of activities for use in inclusive classrooms)
(Haegele et al., 2018; Lisenbliger et a., 2018; Miyauchi et al., 2020; Pocock &
Miyahara, 2018; Rekaa et al., 2019; Tant & Watelain, 2016, Tarantino et al., 2022;
Wilhelmsen & Sørensen, 2017).
Over the years, a certain consensus seems to have emerged that inclusion in
PE is a multifactorial and complex process rather than a fixed concept (Haegele et
al., 2021; Karamani et al., 2024). Similarly, a distinction exists between
integration, which refers to physical placement, and inclusion, which encompasses
both philosophy and process (Haegele, 2019). Another lesson learned is that
formalizing policies is not enough to ensure that they are properly implemented in
practice in PE classes (Heagele et al., 2021). Although policies are intended to
support individuals with disabilities, they are rarely developed in direct
collaboration with these groups, and the perspectives of the individuals with
disabilities often remain underrepresented in the policy-making process
(Wilhensen et al., 2019). Over the past decade, there has been a substantial
increase in scholarly attention directed toward first-hand narratives of individuals
with visual impairments (VI), particularly in relation to their experiences within
inclusive PE contexts (Alves et al., 2018; Giese et al., 2021; Giese & Grenier.,
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