Universal Design for Learning in Physical Education: Bridging Gaps in Teacher Training and Policy for Inclusive Practice

Authors

  • Carla LOURENÇO Escola Superior de Educação de Viseu, IPV, University of Beira Interior, CIDEI (Centre for Studies in Education and Innovation), Portugal Author
  • Omar BEN RAKAA Multidisciplinary Laboratory in Education Sciences and Training Engineering (LMSEIF). Sport Science Assessment and Physical Activity Didactic. Normal Higher School (ENS-C), Hassan II University of Casablanca Morocco Author
  • Issam EL BOUHALI Policies in Education and Social Dynamics (PEDS), Faculty of Educational Sciences, Mohammed V University of Rabat, Morocco Author
  • Mustapha BASSIRI Multidisciplinary Laboratory in Education Sciences and Training Engineering (LMSEIF). Sport Science Assessment and Physical Activity Didactic. Normal Higher School (ENS-C), Hassan II University of Casablanca Morocco Author
  • Said LOTFI Multidisciplinary Laboratory in Education Sciences and Training Engineering (LMSEIF). Sport Science Assessment and Physical Activity Didactic. Normal Higher School (ENS-C), Hassan II University of Casablanca Morocco Author

DOI:

https://doi.org/10.48047/gk82jy82

Keywords:

Universal Design for Learning (UDL), inclusive education, physical education, differentiated instruction, teacher training.

Abstract

This systematic review explores the application of Universal Design for Learning (UDL) in
physical education (PE) to foster inclusive environments for students with diverse abilities. UDL’s core
principles—multiple means of engagement, representation, and action/expression—offer a transformative
framework to address systemic barriers in PE, such as rigid curricula, teacher unpreparedness, and sociocultural resistance. A structured literature search (2015–2023) across six databases identified seven key
studies, predominantly from Taylor & Francis. Findings reveal UDL’s potential to enhance accessibility
through collaborative teaching practices, adaptive pedagogies (e.g., flexible grouping, assistive
technologies), and teacher training interventions. For instance, AI-driven tools and VR platforms
democratize participation, while short professional development modules improve educators’ self-efficacy
in accommodating neurodiverse learners. However, critical gaps persist.

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Published

2025-02-20

Issue

Vol. 54 No. 4 (2025): Year 2025, Volume 54, Issue 4

Section

Articles

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How to Cite

Universal Design for Learning in Physical Education: Bridging Gaps in Teacher Training and Policy for Inclusive Practice (C. LOURENÇO, O. BEN RAKAA, I. EL BOUHALI, M. BASSIRI, & S. LOTFI , Trans.). (2025). Cuestiones De Fisioterapia, 54(4), 5906-5924. https://doi.org/10.48047/gk82jy82