Barriers and Facilitators to Including Students With Down Syndrome in Integrated Physical Education: Chilean Physical Educators’ Perspectives

Author:

Gustavo Teixeira Fabricio dos Santo Luiz1,Arroyo-Rojas Fabián2,Martinez Rivera Sheyla3,Felipe Castelli Correia de Campos Luis1,Nowland Lindsey A.3,Wilson Wesley J.4,Haegele Justin A.3

Affiliation:

1. University of Bio Bio, Chillan, Chile

2. East Carolina University, Greenville, NC, USA

3. Old Dominion University, Norfolk, VA, USA

4. University of Illinois Urbana-Champaign, Urbana, IL, USA

Abstract

The purpose of this study was to explore Chilean physical educators’ perspectives on barriers and facilitators to students with Down syndrome experiencing inclusion in integrated physical education. Data were collected from a cohort of 91 physical educators, comprising 50 males and 41 females from various regions in Chile, who responded to an online survey between March 2023 to June 2023. A two-step coding protocol was used to analyze responses. Cumulatively, the respondents identified 350 barriers (3.84 per participant) and 393 facilitators (4.32 per participant), which they perceived to influence feelings of inclusion among students with Down syndrome. Predominantly, factors that centered around teachers themselves were emphasized as both facilitators and barriers, as well as the role of a welcoming environment and supportive peers. This study, the first within the Chilean context, demonstrates that teachers believe that inclusiveness predominantly stems from educators’ initiatives, complemented by the surrounding environment and peer interactions.

Publisher

Human Kinetics

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