: Educators, lawmakers, and others involved in physical education must now focus on supporting diversity and addressing the needs of children with special education. Policies and practices should promote inclusion and help students with disabilities take part fully in PE classes. The idea of inclusion in physical education has shifted from a nice goal to an essential need. Schools and teachers face the challenge of creating inclusive classrooms that serve children with a wide range of skills and needs. It is important to develop policies and practices that support inclusive PE programs, ensuring they meet the different needs of students with disabilities. The growing focus on inclusive education shows the need for all students to have fair access to meaningful physical education (PE). PE helps improve health, social skills, emotional well-being, and movement abilities. Students with special needs often face barriers that prevent full participation, such as physical challenges, teaching methods, social attitudes, and environmental issues. This abstract discusses strategies to make PE more inclusive by changing curriculum, teaching approaches, equipment, and the learning environment to better support students with different abilities.

Inclusive PE is based on the idea that every student should have chances to take part in and benefit from physical activities. Research shows that successful inclusive programs involve careful planning, personalized adaptations, and a classroom that encourages support and understanding. A key step is adjusting the PE curriculum to meet students’ unique needs, interests, and skills. This can mean changing game rules, choosing different activities, or setting alternative goals and assessments that fit each student while keeping the program overall meaningful. Teaching strategies also help include students with special needs. Techniques like differentiated instruction, peer support, and using visual, sound, and movement-based methods can improve understanding and participation. Teachers should try flexible groupings, give clear instructions, and regularly offer feedback and praise. Using tools like lightweight balls, visual cues, or tactile signals can help students with physical, sensory, or thinking challenges stay actively involved in activities.