Inclusive Physical Education for Neurodivergent and Disabled Learners: A Systematic Review of Barriers, Practices, and Opportunities

Abstract

Background. Inclusive PE is becoming increasingly important as schools cater for neurodivergent and disabled learners in mainstream settings. However, physical educators still face uncertainty about how to translate inclusion policies into effective everyday practice.
Objectives. This systematic review aimed to (1) identify and synthesize the key barriers that hinder the inclusion and meaningful participation of students with neurodiversity and disabilities in PE; (2) examine and synthesize evidence-based pedagogical, instructional, environmental, and collaborative practices that promote inclusive participation in PE; and (3) identify emerging opportunities, innovations, and research priorities for strengthening inclusive PE for these students.
Methods. The review was reported with reference to PRISMA 2020 guidelines. PubMed, Scopus, Web of Science and Google Scholar were searched for literature published in English between 2008 and 2026. Data base searches were conducted from 4 July 2026 to 15 July 2026. Eligible studies examined neurodivergent or disabled learners including autism spectrum disorder, developmental coordination disorder/dyspraxia, intellectual disability, or similar populations in school-based physical education and adapted/structured physical activity settings. Eligible were peer-reviewed articles, academic book chapters, and relevant master’s and doctoral theses. Of 412 records identified, 34 studies met the eligibility criteria and were included in the synthesis. No formal quality or risk of bias assessment was performed.
Results Key barriers included in adequate teacher training, attitudinal ambiguity, sensory and communicative mismatch between curriculum design and learner demands, and fragmented support structures. Frequently reported practices included Universal Design for Learning (UDL), peer-mediated instruction, visual aids, trauma-informed pedagogy, and technology-assisted and emerging AI-supported approaches for differentiation. whole-school and policy level commitment, enhanced pre-service and in-service teacher education and theoretically grounded frameworks can support proactive inclusion rather than reactive accommodation
Conclusion To achieve meaningful inclusion in PE we need coordinated effort across classroom practice, teacher education and institutional policy, not individual pedagogical modifications.