Article RETRACTED due to manipulation by the authors and citationspolicy analysis of inclusive schools in Physical Education (pe): human resources and infrastructure challenges for students with special needs
This study used the systematic literature review to investigate legal policies governing inclusive schools in Physical Education (PE). Particularly, it focused on identifying challenges related to human resources and infrastructure in supporting students with special needs. Data were obtained from...
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| Main Authors: | , , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
FEADEF
2024-12-01
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| Series: | Retos: Nuevas Tendencias en Educación Física, Deportes y Recreación |
| Subjects: | |
| Online Access: | https://recyt.fecyt.es/index.php/retos/article/view/110166 |
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| Summary: | This study used the systematic literature review to investigate legal policies governing inclusive schools in Physical Education (PE). Particularly, it focused on identifying challenges related to human resources and infrastructure in supporting students with special needs. Data were obtained from articles searched through Google Scholar. The search was conducted in September 2024 using keywords: "Legal policy OR policy analysis AND implementation OR application AND inclusive schools OR inclusive education AND Physical Education OR PE AND challenges OR obstacles AND human resources OR HR AND facilities OR infrastructure AND students with special needs OR special needs students". During the search, inclusion and exclusion criteria were applied. For example, the search focused on articles published in Scopus-indexed journals between 2019 and 2024. From this initial search, 17,300 articles were found. Furthermore, they were screened again in several stages, and 16 articles that fit the theme and met the inclusion requirements were yielded. During the article selection, this study followed the PRISMA guidelines. The results showed that the main challenges in governing inclusive schools in PE lie in human resources and infrastructure. In addition, the readiness and competence of teachers were greatly affected by the lack of adequate training in dealing with students with special needs. Thus, comprehensive ongoing training is needed to enhance teachers’ pedagogical skills, curriculum adaptation, and Universal Design for Learning (UDL). Although there were policies that support inclusion, their implementation in PE is still suboptimal, requiring strengthening of the curriculum and resources. Another challenge was the lack of supportive infrastructure, especially in terms of physical accessibility and specialized facilities. In conclusion, a combination of strong policies, teacher training, infrastructure improvements, adaptive teaching strategies, and stakeholder collaboration is needed to create effective, inclusive learning environments.
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| ISSN: | 1579-1726 1988-2041 |