‘I want to play too’: exploring the experiences of students with disabilities in inclusive physical education

Although physical education (PE) classes are recognized as a critical setting for students with special needs (SSN) to develop physical literacy and social belonging, practices in integrated settings often fall short of this potential. In this study we utilized Interpretative Phenomenological Analysis (IPA), to understand the lived experiences of SSN students participating in integrated PE classes in Turkish middle and high schools and to question inclusivity claims through the lens of ‘student voice’. The study group consisted of 31 students with special needs (visual, hearing, orthopedic, and neurological), selected through purposive sampling. Data were collected through semi-structured interviews. The results revealed that despite a strong desire to ‘be included in the game’, students experienced a profound ‘inclusion illusion’. Findings were grouped under five themes: (1) Emotional meanings attributed to the physical education class, (2) The dual nature of experienced realities, (3) Spatial injustice and tokenism, (4) Teacher competence, (5) The ideal physical education teacher. Our findings suggest that current inclusion policies focus on spatial integration (physical placement) but fail to create a sense of legitimate participation and belonging. To address these systemic gaps, we recommend that Turkish policy makers and educators transition toward a social justice-focused pedagogy that positions students as ‘experiential experts’ in lesson co-design, ensuring that physical education moves beyond mere physical placement to achieve legitimate qualitative inclusion.