Lived experiences of students with intellectual disabilities in integrated physical education in Germany

This study explored the lived experiences and subjective feelings of inclusion among students with intellectual disabilities in cooperative physical education (PE) in Germany.

Adaptive, semi-structured interviews were conducted with six students with mild to moderate intellectual disabilities and analysed using thematic analysis.

Two themes emerged: (a) Being part of two classes - highlighting feelings of belonging when participating either jointly with the cooperation class or separately with peers with disabilities; and (b) "They don't want to pass me the ball," illustrating (dis-)ability as a barrier to participation. Both integrated and segregated activities could foster belonging, depending on individual needs and preferences. Participants also described internalised ableism, which shaped expectations of exclusion and self-doubt.

Inclusion in PE is experienced in diverse ways, and flexible approaches that acknowledge individual abilities and perceptions are essential for fostering meaningful participation and belonging.