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Promoting Physical Activity and Sport Participation with Individuals with Intellectual Disability (ID) in an Inclusive Setting.

Authors: Amanda Dimech , ,
  • Institute: Institute of Community Services
  • Symposium: Social Well-being, Sports and Health
  • Day: 2 , Session: 1 , Location: Conference Hall 2
  • Session Type: Short 10 min (Early stage research) , Start: 10:15 , End: 10:30


While the importance of inclusive Physical Education (IPE) has been widely acknowledged (UNESCO, 2015A; Lieberman et al. 2019; Morrison and Gleddie, 2019), research continues to identify the challenges in integrating students with intellectual disability (ID) into mainstream PE lessons (Ammah and Hodge, 2005; Qi, Lijuana and Ha, 2016). Research concludes that students with ID continue to feel isolated, (Lieberman and Block, 2016) primarily because activities have not been adapted to meet their specific motor skills and cognitive needs (Hodge et al. 2004). Moreover, such setting creates higher risks of social problems such as bullying and isolation (Rose and Gage, 2017).

Thus, in order to provide students with and without Intellectual Disability with Quality Physical Education (QPE), PE teachers should be equipped with the right understanding, skills and expertise to prepare and conduct “learning opportunities” in a positive inclusive setting (Vickerman and Maher, 2019, p.53). For this reason, I will be conducting an integrative review due to the limited knowledge and understanding of the PE teachers and LSEs perspective. Moreover, I will be investigating the barriers and facilitators students with intellectual disability face when trying to participate in physical activity and/or sports in or outside the school environment (through semi-structured interviews).