A CONTEMPORARY REVIEW OF ENGLISH LANGUAGE LITERATURE ON INCLUSION OF STUDENTS WITH DISABILITIES IN PHYSICAL EDUCATION: A EUROPEAN PERSPECTIVE

Abstract

When it comes to GPE, the level of inclusion for students with disabilities differs from country to
country throughout Europe. The concept of inclusive PE is still in its early stages in many nations. In
an effort to reach some kind of agreement on how to best support inclusive practices throughout
Europe, this literature review aims to shed light on the ongoing discussions on how to best include
students with disabilities in physical education programs. The eight years starting at the beginning of
the year 2000 are covered in this overview. This review summarises twenty-seven publications that
adhere to the four-factor model proposed by Dunkin and Biddle (1974) for studying classroom
instruction: presage (the instructor), context (the students), process (the interaction between teachers
and students), and product. The overarching goal of this literature review is to draw attention to the
need of establishing professional standards for the effective implementation of good practice within
GPE throughout Europe by analysing current publications in the subject of APA.