Year: 2025
Type: article
Abstract: The inclusion of students with disabilities in general physical education (GPE) has steadily increased, yet many GPE teachers remain underprepared to address their needs effectively. Traditional Physical Education Teacher Education (PETE) programs have attempted to address this gap through the infusion approach, which integrates disability-related concepts throughout the curriculum. While this model is effective in strengthening pre-service teacher preparation, challenges such as time constraints and financial limitations restrict its broader implementation. In light of these challenges, digital learning has emerged as a promising alternative. This study reviewed research published since 2021, accessed through the ERIC database, using broad search terms including “e-learning” and “online education.” Findings indicate that when carefully designed, online learning environments can be as effective as face-to-face instruction, particularly in promoting engagement, knowledge retention, and skill development. The review emphasizes that incorporating disability-focused content into online PETE courses could overcome some of the resource barriers associated with traditional instruction. Moreover, best practices in online learning, such as interactive content and flexible delivery methods, offer opportunities to enhance pre-service teacher readiness. This study highlights the potential of digital platforms to advance inclusion efforts in PETE and outlines directions for future implementation.
Source: Education Journal
Authors: Eun Kwon, Taeeung Kim
Institutions: Texas A&M University – San Antonio, Seoul National University
Language: English
Field: Health Professions
Domain: Health Sciences
Open Access status: diamond
Funder: Seoul National University
OpenAlex ID: W4414585169