Inclusion in the subject of physicaleducation and health : A qualitative study of physical education teachers work with inclusive teaching

Aim and research question: The purpose of the present study is to develop a deeper understanding ofteachers experiences from working with inclusion in the subject of Physical education and health. Thefocus is on teachers different approaches and the challenges they encounter in practice. The aim of thestudy is addressed through the following research questions: ● How do teachers perceive the concept of inclusion in relation to the subject of physicaleducation and health? ● What approaches and strategies do teachers use to include students in the subject of physicaleducation and health? ● What challenges do teachers in physical education and health experience when creating inclusive teaching? Method: The study adopts a qualitative methodological approach, with semi-structured interviews asthe method. The selection was made through a purposive sampling and consisted of five qualified andcertified teachers in physical education and health. Three of the interviews were conducted digitally, and two were carried out at the participants workplace. A thematic analysis was applied to analyze thecollected empirical data. Results: Results from the study showed that teachers describe their understanding from the concept ofinclusion based on participation, social safety, and influence. Social safety is emphasized by the teachers as a fundamental aspect of students participation in teaching, based on their given conditionsand abilities. The results also showed that teachers use several strategies such as collaboration, students prior knowledge, building relationships, adapting methods and content in their efforts to include all students. Teachers experience challenges related to differentiation and meeting students needs, as well as external factors that influence inclusion efforts. Conclusions: In summary, the study shows that physical education teachers consider inclusion to be important but challenging. The conclusion is that teachers perceptions of inclusion form the basis for the teachers conscious working methods and their didactic considerations. A further conclusion basedon the study results is that relationship building constitutes a fundamental strategy in teachers work tocreate safe and inclusive learning and environments in physical education and health