Moving Towards Inclusion in Physical Education

In Denmark there has been an initiative since 2012 to increase the inclusion of children with special needs in public schools. Despite these intentions, achieving inclusion within physical education remains a considerable challenge. Children with special needs are generally less physically active at school and during leisure time than their peers. Part of the reason lies in the complexities of the PE setup, which is often overwhelming, noisy, loosely structured, and filled with unfamiliar objects (Bentholm, 2017). Consequently, many children with special needs are either exempted from physical education or participate minimally.