Physical Education Learning in Inclusive Junior High Schools: Physical Education Teachers’ Perspectives

Abstract

Special actions that provide maximum support for students with special needs are required in the planning, implementation, and evaluation of physical education in inclusive schools. This article presents an overview of physical education learning in inclusive junior high schools to provide full support for students with special needs. Data were collected through interviews and classroom observations involving 10 physical education teachers. The findings indicate that in lesson planning, physical education teachers need to simplify aspects of the curriculum, learning materials, and assessment indicators to accommodate students with special needs. In the implementation stage, teachers adapt equipment, employ learning media, and utilize instructional resources that are adjusted to students’ individual characteristics. The evaluation stage emphasizes descriptive assessments that highlight changes in competencies tailored to the abilities of students with special needs.