VIDBE-Q 2025 Volume 70 Issue 4
mainstream schools. LHAND covers all the schooling mandating assessment of
student needs and Individualized Education Plans (IEPs) to allocate support and
ensure accessibility. However, inclusive PE receives limited guidance under the
curriculum (Plan d'Études Romand [PER]), which recommend three periods of 45
minutes/week and objectives but does not mandate assessments, IEPs, or
accommodations. Administrators therefore have broad discretion in resource
allocation, and support is often provided by teachers or educators without training
in adapted PE. Consequently, PE is frequently underprioritized, emphasizing the
need to examine how these factors shape students' experiences. Few Swiss studies
have addressed the topic of inclusion in PE within this framework, with existing
research focusing primarily on the perspectives of PE teachers, who have generally
expressed supportive attitudes while also highlighting the need for additional
training for students with VI (Lauper et al., 2023). Also, Zufferey et al. (2025)
further highlighted this gap, finding that teachers ranked PE seventh out of twelve
domains in terms of needs for curriculum adaptation, while mathematics,
geography, languages, and science were prioritized. This context highlights the
challenges of implementing inclusive PE in Switzerland, despite strong legal and
policy commitments. The combination of limited guidance, discretionary resource
allocation, and the lack of formally trained adapted PE professionals can result in
inconsistent support for students with disabilities. Understanding how these factors
20
