VIDBE-Q 2025 Volume 70 Issue 4
analysis makes it possible to draw certain conclusions and establish connections
with policies and scientific literature from different countries. The discussion is
framed around the four key themes highlighted in the results, namely, 1) Physical
participation 2) Adaptation of equipment; 3) Obstacles; 4) Unequal presence of
support and 5) Facilitators.
Physical Participation
Firstly, the physical participation in PE seems to be respected, in inclusive
and special school, in accordance with the LHAND. Nevertheless, the number of
hours seems to be different in both contexts. Students enrolled in inclusive schools
participate in PE classes as prescribed by the regular curriculum (3 periods of 45
minutes/week), whereas those in special schools appear to have access to a reduced
number of such classes (60 minutes /week. Thus, it can be observed that the
provision of PE differs, even though the curriculum and the guidelines are the
same. This finding is positive, unlike other contexts that have reported the
exclusion of students from classes and participation in different activities during
PE classes (Alves et al., 2018; Haegele et al., 2022). While the observed physical
participation of students in PE is an encouraging finding, physical presence alone
does not guarantee meaningful inclusion and, in the absence of appropriate
pedagogical practices, may even result in a form of "dumping ground" (Haegele,
2019). In other word, experience depicted by the students revealed that students are
31
