Educators’ perceived impact of physical education and sports on children with special needs

Abstract

This qualitative study explores educators’ perceptions of how physical education (PE) and sports influence the developmental growth of children with special needs. The research draws on semi-structured interviews with 30 educators (12 males, 18 females, aged 25-50 years) from special education institutions in Istanbul and Ankara. Participants were selected using purposive sampling to ensure a diverse representation of professionals, including special education teachers, child development specialists, and therapists, all with experience working with children with Autism Spectrum Disorder, Down syndrome, cerebral palsy, and intellectual disabilities. The findings reveal notable improvements in motor skills, social interaction, emotional regulation, and self-esteem among these children through regular engagement in PE activities. However, significant challenges were identified, including inadequate resources, limited specialized training for educators, and difficulties in designing inclusive activities that meet the diverse needs of students. The study underscores the need for increased investment in adaptive PE programs, comprehensive professional development for educators, and tailored resources to create more inclusive and effective physical education environments. These changes are essential to maximize the developmental benefits of PE for children with special needs.