Investigating Inclusive Practices in General Physical Education (GPE) Classes in Nigeria: An Exploratory Study

This exploratory study examines the inclusive practices of physical education (PE) teachers in Nigeria, focus-ing on integrating students with disabilities into general physical education (GPE) classes. Committed to align-ing with global standards for sustainable development goals, the research highlights the critical role of PE and adapted physical education (APE) in promoting fitness for all students. The study involved 71 PE teachers from public secondary schools in Anambra State, using the modified “Inclusion Rating Scale for Physical Education (LIRSPE)” and the “Physical Educators’ Effort to Include Children with Disabilities in the General Physical Educa-tion Class Questionnaire (PECQ)” for data collection. Six key research questions were formulated to explore teachers’ strategies for engaging with, integrating, assessing, and instructing students with disabilities. By exploring these questions, the study aims to provide valuable insights that could inform future policies and practices, ultimately fostering a more inclusive environ-ment in Nigerian physical education settings. Findings indicate that PE teachers demonstrated a strong com-mitment to inclusivity, employed positive approaches for including students with disabilities in activities, and recognized the need for professional development and training. Additionally, they adapted instruction to meet the diverse needs of their students in an inclusive PE setting.