Inclusive Education and Physical Education in Spain: A Qualitative Analysis of Teachers’ Perspectives
This study examined the perceptions of physical education teachers regarding inclusive education in their classes. A qualitative, cross-sectional design was employed, using a digital survey with an open-ended question designed to explore barriers and needs in implementing inclusive practices. Themat...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/1/108 |
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| author | Pablo Saiz-González Sara de la Fuente-González Jacob Sierra-Díaz Pablo Uría-Valle |
| author_facet | Pablo Saiz-González Sara de la Fuente-González Jacob Sierra-Díaz Pablo Uría-Valle |
| author_sort | Pablo Saiz-González |
| collection | DOAJ |
| description | This study examined the perceptions of physical education teachers regarding inclusive education in their classes. A qualitative, cross-sectional design was employed, using a digital survey with an open-ended question designed to explore barriers and needs in implementing inclusive practices. Thematic content analysis was conducted to identify key themes from the responses. Seventy-five in-service physical education teachers from diverse educational contexts in Spain participated, sharing their experiences and challenges. Participants expressed genuine interest in receiving training and incorporating inclusive principles into their practices. However, structural limitations, such as high student–teacher ratios and insufficient specialized resources, significantly hindered their ability to implement these strategies effectively. Persistent challenges, including excessive workloads and the lack of support personnel, were reported, leading to frustration in their efforts to provide an equitable education for all students. Although focused on the Spanish context, these findings resonate with international research, highlighting similar structural barriers to inclusive education. This study underscores the need for ongoing, discipline-specific training for physical education teachers, supported by strong institutional commitments to ensure the provision of adequate human and material resources. Without such support, the burden on teachers remains disproportionate and ultimately unfair, hindering progress towards a truly inclusive educational environment. |
| format | Article |
| id | doaj-art-ece98db2d44242e9bd14dd0d1d1d2eea |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-ece98db2d44242e9bd14dd0d1d1d2eea2025-01-24T13:30:37ZengMDPI AGEducation Sciences2227-71022025-01-0115110810.3390/educsci15010108Inclusive Education and Physical Education in Spain: A Qualitative Analysis of Teachers’ PerspectivesPablo Saiz-González0Sara de la Fuente-González1Jacob Sierra-Díaz2Pablo Uría-Valle3Department of Educational Sciences, University de Oviedo, 33001 Oviedo, SpainDepartment of Educational Sciences, University de Oviedo, 33001 Oviedo, SpainDepartment of Educational Sciences, University de Oviedo, 33001 Oviedo, SpainDepartment of Educational Sciences, University de Oviedo, 33001 Oviedo, SpainThis study examined the perceptions of physical education teachers regarding inclusive education in their classes. A qualitative, cross-sectional design was employed, using a digital survey with an open-ended question designed to explore barriers and needs in implementing inclusive practices. Thematic content analysis was conducted to identify key themes from the responses. Seventy-five in-service physical education teachers from diverse educational contexts in Spain participated, sharing their experiences and challenges. Participants expressed genuine interest in receiving training and incorporating inclusive principles into their practices. However, structural limitations, such as high student–teacher ratios and insufficient specialized resources, significantly hindered their ability to implement these strategies effectively. Persistent challenges, including excessive workloads and the lack of support personnel, were reported, leading to frustration in their efforts to provide an equitable education for all students. Although focused on the Spanish context, these findings resonate with international research, highlighting similar structural barriers to inclusive education. This study underscores the need for ongoing, discipline-specific training for physical education teachers, supported by strong institutional commitments to ensure the provision of adequate human and material resources. Without such support, the burden on teachers remains disproportionate and ultimately unfair, hindering progress towards a truly inclusive educational environment.https://www.mdpi.com/2227-7102/15/1/108inclusive educationphysical educationteacher perceptionteacher educationeducational policies |
| spellingShingle | Pablo Saiz-González Sara de la Fuente-González Jacob Sierra-Díaz Pablo Uría-Valle Inclusive Education and Physical Education in Spain: A Qualitative Analysis of Teachers’ Perspectives Education Sciences inclusive education physical education teacher perception teacher education educational policies |
| title | Inclusive Education and Physical Education in Spain: A Qualitative Analysis of Teachers’ Perspectives |
| title_full | Inclusive Education and Physical Education in Spain: A Qualitative Analysis of Teachers’ Perspectives |
| title_fullStr | Inclusive Education and Physical Education in Spain: A Qualitative Analysis of Teachers’ Perspectives |
| title_full_unstemmed | Inclusive Education and Physical Education in Spain: A Qualitative Analysis of Teachers’ Perspectives |
| title_short | Inclusive Education and Physical Education in Spain: A Qualitative Analysis of Teachers’ Perspectives |
| title_sort | inclusive education and physical education in spain a qualitative analysis of teachers perspectives |
| topic | inclusive education physical education teacher perception teacher education educational policies |
| url | https://www.mdpi.com/2227-7102/15/1/108 |
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