Inclusion in physical and health education in primary education

Contemporary society requires changes in education that ensure equal conditions for the development of the potential and abilities of every individual. In this context, the education of students with developmental difficulties represents one of the key challenges of the modern school. Creating conditions for the inclusive education of students with developmental difficulties and their peers in mainstream schools implies the development of a child-centred school focused on individual needs. The study included N = 100 teachers working in primary education. The aim of the research was to examine teachers’ attitudes towards the current state of inclusion in physical and health education in primary education. Data were collected using a questionnaire and analysed with the statistical software IBM SPSS Statistics 20. The chi-square test and analysis of variance (ANOVA) were used to examine statistical significance. The research results are presented in tables and graphs, using structured bar charts and pie charts to provide a clearer presentation of the findings. The pedagogical significance of the study is reflected in the need to improve the organisation and implementation of physical and health education when working with students with developmental difficulties in primary education. The results showed that teachers face numerous difficulties in planning, organising and delivering instruction, but also that they hold positive attitudes towards the possibilities for improving inclusive practice and the inclusion of students with developmental difficulties in physical and health education classes.