Physical Education as a Means of Social Inclusion for Students with Special Needs

Abstract

Physical education has great potential as a means of social inclusion in the school environment, 
especially for students with special needs. This article aims to explore the role of physical 
education in building positive social interactions and strengthening a sense of togetherness 
among students with and without special needs. Using a qualitative approach, this study was 
conducted through in-depth interviews and participant observations in three inclusive schools 
in Indonesia. The results showed that physical education provides a participatory space that 
can reduce stigma, increase empathy, and facilitate collaboration between students. Physical 
activities that are designed in an inclusive manner encourage the active involvement of all 
students, which ultimately strengthens the social acceptance and self-confidence of students 
with special needs. This article emphasizes the importance of training physical education 
teachers on inclusive teaching strategies and providing facilities and infrastructure that are 
friendly to the disabled. Thus, physical education can be an effective medium in forming an 
inclusive school community that values diversity.