VIDBE-Q 2025 Volume 70 Issue 4
which constitutes the fourth dimension of inclusion (Wilhensen, 2019), also
described in terms of acceptance and belonging (Haegele, 2019). However, the
experiences reported by the students did not reveal any episodes of exclusion or
discrimination, as has been reported in other studies (Alves et al., 2018; Ball et al.,
2022; Giese & Grenier, 2025).
Overall, regarding the experiences analyzed, the situation in Switzerland
appears to reflect integration rather than inclusion (Haegele, 2019). While students
participated physically, few pedagogical practices supported their inclusion in PE,
either IEP or supports. This may be due to a broad inclusive policy that lacks clear
guidance on resource allocation and implementation across domains. The Swiss
curriculum offers general guidelines but does not provide adaptations for all
educational needs, leaving teachers considerable discretion, which may have
shifted practice toward integration despite the inclusive policy (Obruniskova &
Block, 2020; Pečnikar Oblak et al., 2023).
Conclusion
The analysis of experiences suggests that the pillars of LHAND appear to be
partially implemented in physical education in the context of this study, notably the
provision of Individualized Education Plans (IEPs) and the allocation of additional
resources. This may result from a flexible legal framework and the broad
autonomy granted to schools under the LHAND Act. The findings underscore the
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