Towards inclusive physical education: a qualitative study on teaching practices and challenges in Italian schools.

Abstract

School physical education promotes healthy habits and values such as respect and inclusion, essential for the development of life skills. UNESCO (2015b), while recognizing that to maximize the contribution of physical education, curricula should be flexible and open to adapting to the diverse needs of young people, notes that teachers lack the skills or knowledge to adapt the curriculum to the specific needs of students, especially those with disabilities. The study presents the outcomes of a qualitative research aimed at investigating the teaching of Physical Education in the Italian context, highlighting relevant aspects related to lesson planning, learning objectives, peer-tutoring and co-teaching practices, and the role of observation in implementing effective inclusive teaching.