African journal of disability · 2025
Bridging policy and practice: Adapted physical education for special needs learners in BRICS.
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Engelbrecht Charlene, du Toit Dorita, van der Merwe Nico, Kemp Chanelle
Аннотация
BACKGROUND: Adapted Physical Education (APE) focuses on tailoring school Physical Education (PE) to the needs of learners with special educational needs (LSEN), promoting their optimal physical and psychosocial development, which is also one of the priorities of the Brazil, Russia, India, China and South Africa (BRICS) organisation in addressing the health issues of its people. In view of limited available literature, more research is needed on the state and status of APE in BRICS.
OBJECTIVE: To explore the current state and status of APE in the BRICS countries.
METHOD: Employing the qualitative document analysis methodology, school curriculum documents and education policies in the BRICS countries were analysed inductively within an interpretivist perspective, based on the frameworks of Bronfenbrenner's Ecological Systems Theory and the Cultural-Historical Activity Theory.
RESULTS: Although BRICS policies mandate the inclusion of LSEN in PE in mainstream and special schools, specific guidelines for adapting activities in PE could only be found in governmental documents of Russia, India and China. Teachers of LSEN are required to be qualified in special or inclusive education, but specialised undergraduate and professional APE teacher training is not equally available in all BRICS countries. Specific requirements regarding the assessment of LSEN within APE are also lacking.
CONCLUSION: More comprehensive guidelines are needed regarding teaching strategies, curriculum content, assessment and professional development in APE to address challenges in APE implementation across BRICS countries.
CONTRIBUTION: Implementing the recommendations of this study would enhance the physical and psychosocial development of LSEN in BRICS countries.
OBJECTIVE: To explore the current state and status of APE in the BRICS countries.
METHOD: Employing the qualitative document analysis methodology, school curriculum documents and education policies in the BRICS countries were analysed inductively within an interpretivist perspective, based on the frameworks of Bronfenbrenner's Ecological Systems Theory and the Cultural-Historical Activity Theory.
RESULTS: Although BRICS policies mandate the inclusion of LSEN in PE in mainstream and special schools, specific guidelines for adapting activities in PE could only be found in governmental documents of Russia, India and China. Teachers of LSEN are required to be qualified in special or inclusive education, but specialised undergraduate and professional APE teacher training is not equally available in all BRICS countries. Specific requirements regarding the assessment of LSEN within APE are also lacking.
CONCLUSION: More comprehensive guidelines are needed regarding teaching strategies, curriculum content, assessment and professional development in APE to address challenges in APE implementation across BRICS countries.
CONTRIBUTION: Implementing the recommendations of this study would enhance the physical and psychosocial development of LSEN in BRICS countries.