VIDBE-Q 2025 Volume 70 Issue 4
2025; Haegele et al., 2017, Haegele & Buckley, 2019). These perspectives provide
critical insights into how inclusion is experienced from within by those directly
affected, offering an essential dimension for understanding the effectiveness and
authenticity of inclusive practices (Giese et al., 2021). Recent qualitative studies
have identified several recurring themes, including restricted or partial
participation (e.g., being directed toward alternative activities rather than those of
peers), insufficient or inappropriate adaptations leading to exclusion from classes,
fears and ambivalent experiences characterized by mixed peer relationships (Alves
et al., 2018; Ball et al., 2022; Giese et al., 2021; Haegele et al., 2017; Haegele et
al., 2022; Hagele & Buckley 2019; Ruin et al., 2021). Other studies that
retrospectively investigated the experiences of adults with VI have similarly
identified recurring themes, including positive but challenging experiences (i.e.,
bullying, isolation) (Haegele & Kirk, 2018; Haegele et al., 2018; Haegele, Hodge,
et al., 2019; Haegele & Zhu, 2017).
Switzerland and Inclusion in Physical Education
Since 2014, Switzerland has committed to the UN Convention on the Rights
of Persons with Disabilities, promoting inclusion and preventing discrimination.
The Disability Federal Act on the Elimination of Inequality of Persons with
Disabilities (LHAND) requires regional authorities (called cantons) to provide
adapted education for children with disabilities and encourages integration into
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