Work

Universal Design for Learning in Physical Education: Bridging Gaps in Teacher Training and Policy for Inclusive Practice

Year: 2025

Type: article

Abstract: This systematic review explores the application of Universal Design for Learning (UDL) inphysical education (PE) to foster inclusive environments for students with diverse abilities. UDL’s coreprinciples—multiple means of engagement, representation, and action/expression—offer a transformativeframework to address systemic barriers in PE, such as rigid curricula, teacher unpreparedness, and sociocultural resistance. A structured literature search (2015–2023) across six databases identified seven keystudies, predominantly from Taylor & Francis. Findings reveal UDL’s potential to enhance accessibilitythrough collaborative teaching practices, adaptive pedagogies (e.g., flexible grouping, assistivetechnologies), and teacher training interventions. For instance, AI-driven tools and VR platformsdemocratize participation, while short professional development modules improve educators’ self-efficacyin accommodating neurodiverse learners. However, critical gaps persist.

Source: Cuestiones de Fisioterapia

DOI: 10.48047/gk82jy82

Authors: Carla LOURENÇO, Omar BEN RAKAA, Issam EL BOUHALI, Mustapha BASSIRI, Said LOTFI

Institutions: University of Beira Interior, University of Hassan II Casablanca, Mohammed V University

Language: English

Topic: Inclusion and Disability in Education and Sport

Subfield: Sociology and Political Science

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Good health and well-being

Open Access status: hybrid

Funder: Fundação para a Ciência e a Tecnologia