| Paper title: |
The inclusion of children with disabilities in the school environment: perspectives from the scholarly |
| DOI: | https://doi.org/10.4316/SAM.2025.0201 |
| Published in: | Volume XVIII issue 2/ 2025 |
| Publishing date: | 2025 |
| Pages: | |
| Author(s): | Damaschin Andreea-Teodora |
| Abstract. | Regarding children with intellectual disabilities (ID), physical activity is a fundamental aspect in maintaining their physical and psychosocial health. However, when comparing adolescents with and without ID, the level of physical activity among those with ID is significantly lower, and the specialized literature on this subject is limited. Existing studies highlight that young individuals with ID do not meet the World Health Organization’s minimum recommendations for physical activity but spend longer periods engaged in sedentary behaviors. Several factors, such as insufficient support, limited opportunities, and environmental barriers within and outside the school, contribute to the inactivity of these children, even though physical education classes and playtime offer important chances for their physical engagement.
This study aimed to examine the specialized literature concerning children with intellectual disabilities (ID) to assess their participation in school and individual physical activities. One of the challenges encountered that limited the generalization of the results was the lack of large sample sizes and detailed information regarding the severity of the subjects’ disabilities. The conclusion of this study emphasizes the necessity for in-depth research utilizing objective research tools and adapted intervention methods, as well as larger subject samples, to effectively assess and promote physical activity among individuals with intellectual disabilities. |
| Keywords: | disability, inclusion, school environment |
| References: |
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