Parents’ expectations of Academic and Social Performance Among Their Children with Developmental Delays in Physical Education at Secondary Schools in Lao People’s Democratic Republic

The purpose of this study was to explain and characterize parental expectations of inclusive physical education for children with developmental delays (DD) at a secondary school in Lao People’s Democratic Republic (PDR). Six parents with children with DD were selected through purposeful sampling, consented to participate in this study, and shared their expectations, perspectives, and experiences related to academic and social performance in physical education at a public secondary school. A constant comparative analysis method was used to analyze the data, resulting in three recurrent themes: (a) parental dilemmas about multi-grade and inclusive physical education, (b) transformation from physical education to community practices and (c) socioeconomic issues and concerns about maintaining sustainable services for children with DD. To advance the quality of physical education and services in a sustainable way, teachers, administrators, and local organizations need to focus and develop long-term goals and objectives in relation to how to support both parents and children with DD in the sport, physical education, and physical activity context in Lao PDR.