An uphill struggle: an exploration of parents’, carers’, and support workers’ impressions of inclusivity for pupils with learning disabilities in Physical Education

Background Universal access to inclusive Physical Education (PE) is a fundamental right for all children, including those with special educational needs and disabilities (SEND). However, children with learning disabilities have much lower participation levels in PE, experience prejudice from peers, and encounter societal pressures that adversely affect their PE experience. Barriers to inclusivity range from teachers' expectations of inclusivity and degree of difficulty to attain, inadequate teacher training and professional development, limited school resources and school support, and prejudiced social attitudes.