Teacher-Mediated Inclusion in Physical Education: Experiences of Working with Students with Autism

Abstract

Inclusion in physical education (PE) classes is becoming more important to ensure equal learning opportunities for students with Autism Spectrum Disorder (ASD). But lack of consistency in teacher preparedness and school environments creates barriers. This study examines how teacher factors influence inclusive practices in PE. The research adopted a quantitative approach and surveyed practitioners (N = 200) who teach PE. The questionnaire measured teacher self-efficacy, inclusion training, support and inclusive practices. A multiple regression analysis was used to explore the predictive factors. Results suggest that teacher self-efficacy, prior inclusion training and institutional support are significant predictors of inclusive practices, with self-efficacy being the strongest predictor. A large portion of the variance in inclusive teaching practices is accounted for, revealing the complexity of inclusion readiness. These findings support the value of professional learning and school structures that support inclusive practice. The study has practical implications for enhancing teacher self-efficacy, providing more training, and supporting school administrators to create an inclusive environment to improve PE outcomes for students with ASD. Our findings inform best practice in inclusive education (Ainscow, 2020; Block et al., 2021; Lindsay et al., 2020; Qi & Ha, 2022; Sharma et al., 2021).