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The aim of this study was to explore the perspectives of students with disabilities and educational professionals regarding their experiences in integrated physical education (PE) classes in Türkiye. The student participants consisted of individuals aged 12–14, including two with learning disabilities, three with visual impairments, two with orthopedic impairments, one with autism, and one with a chronic illness (Type 1 Diabetes). Additionally, six educational professionals aged between 29 and 43 participated in the study. Data sources included semi-structured interviews that were audio-recorded, reflective notes, and emotion cards used specifically for the student with autism. Thematic analysis was employed, resulting in the development of three main themes: (a) ‘I stay in class because after all, I have a problem’: Avoidance of physical activity (b) ‘They can play, but this is unfair’: The lack of adaptations and (c) Social belonging: Inside or outside? The findings indicate that participants’ experiences in physical education varied depending on the type of disability. Students with disabilities that do not affect cognitive functioning reported lower levels of perceived belonging, acceptance, and being valued. In contrast, those with cognitive impairments tended to have a more positive perception of their experiences in PE settings. Another critical issue highlighted in the study is the differing interpretations of the concept of ‘participation’ between teachers and students. While teachers generally considered the physical presence of students in PE settings as sufficient for participation, students with disabilities emphasized the need for more meaningful and inclusive engagement.
BACI et al. (Mon,) studied this question.