AMBIENTUM BIOETHICA BIOLOGIA CHEMIA DIGITALIA DRAMATICA EDUCATIO ARTIS GYMNAST. ENGINEERING EPHEMERIDES EUROPAEA GEOGRAPHIA GEOLOGIA HISTORIA HISTORIA ARTIUM INFORMATICA IURISPRUDENTIA MATHEMATICA MUSICA NEGOTIA OECONOMICA PHILOLOGIA PHILOSOPHIA PHYSICA POLITICA PSYCHOLOGIA-PAEDAGOGIA SOCIOLOGIA THEOLOGIA CATHOLICA THEOLOGIA CATHOLICA LATIN THEOLOGIA GR.-CATH. VARAD THEOLOGIA ORTHODOXA THEOLOGIA REF. TRANSYLVAN
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Authors: ALEXANDRU MARIUS MEZO, BOGDAN ALMĂJAN-GUȚĂ, SIMONA PETRACOVSCHI.
DOI: 10.24193/subbeag.67(2).16
Received 2022 April 20; Revised 2022 June 02; Accepted 2022 June 8; Available online 2022 June 30; Available print 2022 August 30.
pp. 97-116
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Abstract: Introduction: The specific educational needs of pre-university teachers in physical education and sports classes in working with students with special educational needs has certain peculiarities. Objectives: Identifying the profile of the physical education and sports teacher; their attitudes, skills and abilities necessary to promote the social inclusion of students with special educational needs in the physical education and sports classes provided in the school curriculum. Identifying examples of good practice to combat the social exclusion of students with special educational needs in physical education and sports classes. Materials and methods: Using the Systematic Review method, a number of 434 articles were initially identified. Following the establishment of the inclusion and exclusion criteria, a number of 18 studies were retained for analysis. Results: Peer guidance has proven to be an effective way to facilitate inclusive physical education. However, supplementing the findings with qualitative data from students with disabilities and their teachers on the peer guidance strategy in different cultural and school settings could provide a deeper and more comprehensive understanding of the strategy. Furthermore, it is also suggested that more studies could focus on the roles and responsibilities of support teachers in physical education and sports classes. Conclusions: Future studies examining the effects of inclusion on students with or without disabilities should also address student attitudes, social interactions, and the acquisition of cognitive development and motor skills in inclusive physical education settings.
Key words: the social matter (continuous training), inclusion, inclusive education, needs inclusion, physical education and sports (teachers).
