Inclusive physical education is based on models of integration/inclusion pedagogy as well as physical education pedagogy and is guided by the action-guiding objective of supporting all pupils – according to their available potentials and impairments – in the development of various sports motor skills and competences. Children with physical and/or cognitive impairments as well as chronically ill children
should be integrated into regular sports lessons in a meaningful and safe way. Doing sports together in the social structure of the school class gives impaired/ill children access to health-promoting and community-building activities. The manifold positive effects of joint sports activities at school on the physical and psychosocial development of children/adolescents – with and without impairments/chronic diseases – could and can be observed continuously.
The planning and implementation of inclusive sports lessons often poses challenges for teachers. Often they do not feel sufficiently trained to meet the diverse demands and needs. An important prerequisite for successful pedagogical action in inclusive physical education is an appreciative attitude towards the ‘otherness’ of people. Different social contexts and perspectives on people determine whether someone
is perceived as ‘different’ and what evaluation ensues goes hand in hand with this. A corresponding understanding of ‘being different’, enables a view of people with their individual possibilities, needs and limitations.
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