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IMPORTANCE OF COLLABORATION BETWEEN SCHOOL, FAMILY, AND 
COMMUNITY 

Prof. Lorenzo Antonio De Luca 

Department of Education and Human Sciences, Niccolò Cusano University, Rome, Italy 

 
Keywords:     

Inclusive Education, 

Physical Activity, Diversity 

in Learning, Educational 

Equity, School-Family 

Collaboration  

  

  

ABSTRACT   
In today’s educational landscape, inclusive education—particularly through 
the medium of physical activity—plays a vital role in promoting equity and 
holistic development. Physical education serves not only as a tool for physical 
well-being but also as a powerful vehicle for social inclusion and educational 
success. By fostering collaboration among schools, families, and 
extracurricular settings, inclusive physical education supports the diffusion 
of universal values and promotes the acquisition of life-changing skills for all 
students, especially those facing learning and social barriers. 
This inclusive approach shifts the focus from viewing diversity as a challenge 
to embracing it as a valuable educational resource. Inclusive teaching 
methods encourage the recognition and capitalization of individual 
differences, ensuring that all students, regardless of ability, can fully 
participate in the learning process. Far from being limited to students with 
disabilities or special educational needs, inclusivity is now understood as a 
broader educational strategy that enhances the learning environment for 
everyone. 
An inclusive school does not merely adapt to the needs of a few but 
proactively designs its teaching practices, environments, and community 
interactions to support the success of every learner. This requires rethinking 
educational contexts, employing adaptable strategies that serve both 
individual needs and collective growth. The Italian educational system, 
aligned with modern pedagogical frameworks, emphasizes the value of 
diversity and promotes inclusive classrooms as dynamic spaces where every 
student contributes to and benefits from shared learning experiences. 
Ultimately, physical education emerges as a critical domain where 
inclusiveness can thrive, offering moments of aggregation, empowerment, 
and personal growth. When applied inclusively, it becomes not only a 
physical pursuit but a socially transformative practice that strengthens the 
educational mission and supports the development of empathetic, resilient, 
and collaborative individuals. 

 
  

Introduction  

In recent years, the concept of school inclusiveness 
has gained increasing prominence in educational 
discourse across the globe. Central to this discussion 
is the recognition that inclusive education is not 
merely about integrating students with disabilities or 
special educational needs into mainstream 
classrooms, but about transforming schools into 
environments where every student, regardless of 
ability, background, or circumstance, has equal 
opportunities to succeed. Inclusiveness, in this sense, 

transcends physical presence in the classroom and 
encompasses active participation, meaningful 
learning, and a sense of belonging for all learners. 
An inclusive school is defined not simply by its 
openness to diversity but by its proactive and 
intentional efforts to design educational practices 
that are mindful of everyone. Such a school does not 
aim to "fix" the individual to fit into a rigid system; 
rather, it aims to modify the context—its curricula, 
pedagogy, environment, and relationships—so that 
the system adapts to the diverse needs of its students. 

 



                                                                Global Journal of Education and Allied Research| ISSN: 2837-3707   

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In this model, inclusivity becomes both a principle 
and a process. It is a principle in the sense that it 
affirms the inherent dignity and rights of every 
learner to be educated alongside their peers. It is a 
process in that it involves ongoing efforts to eliminate 
barriers to learning and participation through 
thoughtful planning, differentiated instruction, and 
the cultivation of supportive classroom cultures. 

The Italian school system, like many others in 
Europe, has been called upon to engage more deeply 
with these inclusive values. Current pedagogical 
guidelines advocate for a shift from a deficit-based 
view of student diversity to one that sees difference as 
a strength and a resource. This perspective 
encourages educators to recognize and nurture the 
unique potential of each student, thereby enhancing 
the collective learning experience. Classrooms are 
envisioned as communities where students are not 
isolated by their limitations but empowered by their 
capabilities, and where collaboration and mutual 
respect are foundational. 
In such inclusive settings, the presence of a student 
with a disability is not seen as a challenge to be 
managed but as an opportunity for the entire class to 
grow in empathy, patience, and adaptability. These 
students often serve as mirrors through which others 
can reflect on their own limitations and strengths, 
leading to a more holistic educational experience. 
This view is supported by contemporary research, 
which highlights how inclusive education benefits not 
only students with special needs but the entire 
student body. When schools embrace the full 
spectrum of human diversity, they become more 
dynamic, innovative, and effective in preparing all 
learners for life in a pluralistic society (Brennan, 
King, & Travers, 2021; Óskarsdóttir et al., 2020). 
Moreover, inclusive education fosters a stronger 
connection between the school, families, and the 
broader community. It calls for a cultural shift in 
which collaboration, shared responsibility, and a 
common commitment to every student’s success are 
paramount. The involvement of families, educators, 
and support personnel in designing and 
implementing inclusive strategies is essential to 
ensure that education becomes a truly transformative 
experience. 
As such, the inclusive school is not just a theoretical 
ideal but a practical necessity in today’s diverse and 
complex societies. It represents a commitment to 
educational equity, social justice, and the full 
realization of human potential. It challenges 

educators to reimagine their roles not merely as 
transmitters of knowledge but as facilitators of 
inclusive and meaningful learning experiences for all. 

1. The Inclusive Didactic Approach  
Inclusive teaching is the teaching of all, which is 
based on personalization and individualization 
through active, participatory, constructive, and 
affective methodologies. The quality of inclusive 
teaching is determined by educational reflexivity and 
intentionality, by the search for alternative 
motivations and hypotheses, by the ability to change 
perspectives of meaning and to produce 
transformative learning (DeMatthews, Serafini, & 
Watson, 2021).  
As Pennac (2010) argues, "Each student plays his 
own instrument, there is nothing to be done. The 
difficult thing is to get to know our musicians well and 
find harmony. A good class is not a regiment 
marching in step, it is an orchestra playing the same 
symphony."   
Inclusive teaching is, therefore, a teaching conceived, 
designed and planned, from the beginning, based on 
individual variability, capable of being accessible for 
all students and not only for some with special 
educational needs. Designing in an inclusive way 
means thinking, whatever the content to be conveyed, 
of personalized, multi-modal, and multilevel forms of 
teaching, because each student faces learning at 
different levels and ways, thus avoiding "path 
emergencies" that force, a posteriori, to modify what 
has been designed for an "ideal class", thus avoiding 
loss of effectiveness of the teaching action itself. 
Poorly designed and poorly conducted teaching can 
run the risk of creating barriers to learning itself 
(Graham, 2020). Inclusive teaching is therefore an 
innovative and flexible teaching "style" that facilitates 
the participation, enhancement, and educational 
success of all students.  
Inclusive teaching challenges teachers to develop a 
wide repertoire of teaching strategies that are 
considered effective, not only for pupils with special 
needs, but for everyone. This means that every 
teacher can improve their effectiveness, first of all by 
knowing and then using, monitoring and evaluating 
the best strategy, so as to help students become more 
effective learners themselves. There is a lot of 
research that shows how meta-cognitive, cooperative 
strategies, the strengthening of social and emotional 
skills, as well as the creation of a positive classroom 
climate, are essential for inclusive teaching. 
Developing a broad repertoire of effective strategies 
is essential as long as they reflect knowledge of the 



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characteristics, needs of students and environmental 
circumstances, as well as teachers' professional and 
personal knowledge and skills (Garg, & Sharma, 
2020; Sleeter, & Zavala, 2020).  
In addition to the dimension of effectiveness with 
respect to methodological-didactic choices and 
actions to be made, an inclusive teacher cannot forget 
the importance of relational and emotional skills. 
Numerous studies show that teachers' appropriate 
mental attitude, emotional closeness, and ability to 
give appropriate and positive feedback to students 
are decisive elements for their academic success and 
the creation of a good classroom climate. The training 
of teachers with respect to their social and emotional 
skills, in an inclusive school context, certainly cannot 
be underestimated. The quality of the classroom 
climate (made up of relationships and emotional 
experiences) is crucial for the success of students, 
who learn best when they are in an emotionally safe 
and predictable environment, which motivates them 
and stimulates them towards positive and inclusive 
goals (Demchenko, Maksymchuk, Bilan, 
Maksymchuk, & Kalynovska, 2021).  
The concept of inclusivity in contemporary schools 
goes beyond disability, learning disorders, explicit 
difficulties in integration and behavior and concerns 
all pupils with respect to whom it is necessary to give 
different answers for their educational needs. The 
goal of inclusive teaching is, in fact, to make all 
students reach the highest possible degree of learning 
and social participation, enhancing the differences 
present in the class. UNESCO's Guidelines for 
Integration Policies in Education (2009) emphasize 
that: "Inclusive schooling is a process of 
strengthening the capacities of the education system 
to reach all students. [...]. An inclusive school system 
can only be created if mainstream schools become 
more inclusive." In other words, if they become better 
at educating all the children in their community. For 
pupils with certified disabilities, on the other hand, 
Legislative Decree No. 66 of 13 April 2017 lays down 
specific rules for the promotion of their full school 
integration. In particular, it refers to the so-called 
Plan for Inclusion that each school must prepare to 
overcome all those factors that may hinder its 
implementation, for the coordinated use of resources 
and to design specific improvement interventions. 
The Inclusion Plan must include an analysis of 
strengths and weaknesses, objectives to increase 
inclusiveness for the following school year, resources 
(support teachers, assistants, contact persons), 
methodologies, methods of involving families, 

relations with local social and health services that are 
intended to be activated, actions for the acquisition 
and distribution of additional resources for the 
implementation of inclusion projects,  the 
preparation of interventions for entry into the school 
system, continuity between the different levels of 
school and future integration into the world of work 
(Ciyer, 2010).  
The inclusive school, therefore, equips itself in a 
synergistic way to propose multiple educational and 
didactic strategies, according to a holistic approach, 
which considers the student as a complex and 
multidimensional person with his or her own 
socio-cultural and biological characteristics, and 
aims at the overall development of the potential 
and skills of each one for the achievement of the 
highest possible level of learning and 
socialization. To achieve this, however, schools 
must have the courage to renounce the 
standardization of teaching (Kinsella, 2020). It 
must allow all its members to feel part of a 
community in which the same educational ideals 
are shared, the individuality of all its members is 
respected, each with his or her own interests, 
needs and talents, and offers multiple 
possibilities and formative opportunities, so that 
each one can realize his or her aspirations. 
Fundamental to this new vision of the school is 
respect for the right to self-determination and to 
the construction of future life projects adapted to 
the potential of each and everyone, to the 
aspirations of families and to the new demands 
of society and culture. The school intends to 
achieve these important educational objectives 
with the collaboration of families with whom it is 
necessary to share, in respect of roles and specific 
responsibilities, objectives, goals and strategies 
for the healthy growth of young people. An 
inclusive systemic vision must also consider the 
contributions that can come from collaboration 
with other public and private entities, and from 
associations operating in the area and that are 
able to contribute to ensuring the educational 
success of students (Kim, Yi, & Hong, 2021; 
Miller et al., 2022; Stinken-Rösner et al., 2020).   
In the process of individualization of teaching, 

activities are provided for disabled pupils so that 

it is possible to achieve knowledge and skills 



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common to the rest of the class. Common 

objectives, therefore, to the class group, but 

different, individualized methodologies, which 

consider the potential, skills, and personal 

abilities of the disabled student, which become a 

resource, trying to eliminate the factors that 

originate or maintain the difficulty.  

Personalized teaching, on the other hand, 

provides for the achievement of objectives that 

are different from those of the class, because they 

are built ad hoc on the disability of the individual 

student, enhancing his or her strengths. In this 

way, by specifically considering the different 

ability of the pupil as a peculiarity of his own, the 

pupil will be given the opportunity to develop his 

full potential and give him the opportunity to 

transmit his different ability to others (Väyrynen, 

& Paksuniemi, 2020).  

To interpret inclusion as a "day-to-day" way of 

managing classrooms, training must be aimed at 

both support teachers and all curriculum 

teachers. Indications and Guidelines remind us 

that diversity poses a great challenge to didactic 

and educational action, such as being able to face 

it, having adequate skills in inclusive teaching 

strategies, in order to respond adequately not 

only to the needs of disabled pupils or with 

Specific Learning Disorders, with other 

difficulties or developmental disorders and with 

social and cultural disadvantage, but also 

emphasizing the quality of learning of all pupils 

(Sturm, 2019).  

A key aspect is also that of "taking charge" of the 

student, which must be carried out by the entire 

"educating community", avoiding processes of 

delegation to the support teacher alone. Hence, 

therefore, the need for targeted, specific, 

modular training interventions that consider the 

different starting levels of those who access 

training and, above all, based on a participatory 

vision of inclusion and oriented towards 

cooperation and cooperative teaching 

(Mihajlovic, 2020).  

Nevertheless, the school, which for over forty 

years has been trying to be a welcoming and 

inclusive context, today feels it must oppose the 

adverse pressures that come from the outside 

with a decisive and constructive commitment to 

inclusion. These educational ideals are expressed 

through pedagogical challenges from which the 

school cannot move away. Learning and teaching 

practices can guide inclusive actions in the 

classrooms, through participation, cooperation, 

interdependence, and laboratory methodology.  

2. Physical Education as a means of 

inclusion  

The stimulating encounter between physical 

activity and the world of disability takes place 

starting from the origins of school inclusion. 

Physical education, in fact, is one of the school 

disciplines that contributes decisively to the 

formation of one's bodily identity, personality 

and the acquisition of communicative-relational 

skills (Demchenko, Maksymchuk, Bilan, 

Maksymchuk, & Kalynovska, 2021).  It is 

considered fundamental for the harmonious 

development of the personality and for the 

formation of citizens capable of expressing 

themselves and relating in today's world, so 

much so that it has been defined as a "hinge 

discipline between the scientific, communicative 

and expressive, relational and citizenship fields" 

(MIUR, 2018). Physical education promotes self-

knowledge and one's potential in a constant 

relationship with the environment, others, and 

objects. It also contributes to the formation of the 

student's personality through the knowledge and 

awareness of one's own bodily identity, as well as 

the continuous need for movement as a constant 

care of one's person and well-being. Motor 

activities provide students with opportunities to 

reflect on the changes in their bodies, to accept 



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them and live them serenely as an expression of 

each person's growth and maturation process 

(Sánchez, de Haro-Rodríguez, & Martínez, 

2019). They also offer opportunities to reflect on 

the significance of self-image in comparison with 

peers. The primary objective of physical 

education is, in fact, to promote the growth of 

physically educated people through the 

acquisition of skills, such as motor skills, 

knowledge, socio-affective behaviors and 

motivations such that they are urged to adopt 

healthy and physically active lifestyles based on 

awareness of the bodily (Haegele, 2019). This 

orientation frames the discipline in a holistic 

approach, which identifies among its main 

purposes the physical, cognitive, and social 

development of children, together with the 

promotion of a healthy lifestyle, assigning it the 

role of a privileged tool for the structuring of 

personality, social relationships and for the 

acquisition of the necessary life skills throughout 

life. It is for this reason that physical education is 

proposed as an essential element for integrated 

growth. It follows that, through a conscious 

pedagogical orientation aimed at proposing 

significant motor experiences and the 

acquisition of new skills, it is necessary to 

promote an adequate motor planning that 

correlates with a coherent pedagogical 

intentionality, in order to adequately define 

motor action and to attribute a fair value to it. 

Therefore, education through the body and 

movement cannot be linked to didactic strategies 

linked only to doing but must also and above all 

be realized in a condition linked to the deepest 

meaning of being a person acting in the 

environment (Hutzler, Meier, Reuker, & 

Zitomer, 2019).   

Starting from these assumptions, the School 

must, therefore, become the ideal setting in 

which to build a didactic of motor and sports 

activities that looks at the educational 

conception of the body and movement 

understood as a factor of promotion not only of 

the aspects of self-construction but also as an 

educational exercise for the acquisition of 

healthy lifestyles that allow to improve the well-

being and health of the individual. In this sense, 

it becomes necessary to integrate in the teaching 

practice both the purely physical and the socio-

relational aspects, in order to allow a global 

taking charge of the psychophysical health of the 

subject.  

Physical education must, therefore, necessarily 

become essential to the formation of young 

people. In fact, it contributes to their growth both 

in structural terms and to the formation of the 

Self that concerns the body, its potential and its 

limits, its position in physical space, its 

perception in relation to others, its image. It also 

plays a crucial role in directing motivation to 

improve one's individual skills and self-

determination in achieving psycho-physical well-

being. Therefore, it not only has the educational 

value that contributes to the development of 

motor skills, abilities, and competences, but also 

and above all the value of all those activities that, 

through movement, contribute to the structuring 

of identity and awareness of the potential of one's 

own body (Rekaa, Hanisch, & Ytterhus, 2019).   

Physical education conceived and experimented 

in this way puts into practice a didactic that 

becomes a tool for the metacognitive 

development of the body and mind, in a 

framework in which the subjects can recognize 

themselves in body and movement. The 

education of the body and movement is therefore 

aimed at a training process capable of allowing 

learners to achieve an ever-greater awareness of 

their body in movement in order to obtain that 

intrinsic pleasure and the achievement of 

cultural, social and expressive factors that 



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identify the value aspect of motor activities 

(Vilchez, Kruse, Puffer, & Dudovitz, 2021). It 

follows that the educational process represents 

the tool through which the individual gives shape 

to his or her personal identity, integrating all 

those knowledge, skills and competencies that 

allow him or her to live and mature an 

increasingly complete self-awareness. The body 

and movement are, therefore, two fundamental 

elements of the individual and social dimension 

in the personal development of the individual, it 

follows that physical activities provide a special 

contribution to the creation and strengthening of 

skills that can be used in other contexts of life. 

Within the didactic path of motor and sports 

education, due to the specific experiential 

characteristics of the discipline, the curriculum 

helps to develop transversal skills capable of 

making students capable of transforming the 

knowledge, attitudes and values acquired into 

real skills, such as "what to do" and "how to do it" 

in every circumstance of life (Nilholm, 2021).   

This type of offer characterized by a multiplicity 

of accessible, interdisciplinary, situated, and 

immersive learning opportunities, based on 

plural and differentiated didactic mediations in 

their complementarity, represents the 

methodological framework within which the 

knowledge and skills acquired through physical, 

and sports education can contribute to the 

development of educational and social equity.  

3. Physical education as a perspective 

for the development of individual 

potential  

Physical education unquestionably assumes an 

educational value for everyone, able bodied and 

disabled; For the latter, play, movement, and 

sport take on an added value by giving visibility 

to their physical and cognitive abilities. Every 

form of educational intervention stems from the 

teacher's ability to remove "obstacles", focusing 

on functional abilities and hypothesizing 

suitable, not adapted, educational proposals 

(Kirk, 2019).   

The presence of a person with disabilities within 

a group changes relationships, relationships, 

balances, emotions on an intra and interpersonal 

level: there begins to be more collaboration, 

sharing and there is a tendency to face any 

obstacle in order to resolve the various conflicts. 

Disability also produces advantages for able-

bodied people to the extent that they are in an 

inclusive dimension that is not limited only to 

welcoming diversity. Various didactic and 

educational strategies must be put in place in 

order to create a learning community, a 

community that manifests solidarity and 

sensitivity.   

Everyone should perceive difference as a value or 

resource and not as a threat precisely because, 

when an individual meet someone "different" 

from yourself, you create a greater awareness of 

your identity. It is necessary to create a new 

educational paradigm, it is necessary to educate 

to the difference, to the other and to the different 

to create those effective conditions in which the 

subject can express his potential and the most 

hidden reactions (Sulasmi, & Akrim, 2019).   

It becomes necessary to identify the skills of the 

most "fragile" in order to enhance their abilities 

within the class group. The resulting didactic 

proposal will have to respond to the needs of the 

students, taking into account the conditions of 

extreme heterogeneity of the classes, aiming at 

the discovery of their own body and their motor 

and communication skills to increase self-esteem 

and self-confidence. Starting from the 

assumption that every student needs, 

indifferently, appropriate educational proposals 

and that whatever the "difficulty", the educator 

will have to create the conditions of welcome and 

collaboration such as to allow adequate 



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participation in the activity, Motor and Sports 

Education could intervene as a facilitator of 

school learning in subjects with special 

educational needs.  

The person, the goal, and the context (rules and 

people) are the factors that unite the world of 

play and sport and the world of disability: 

everyone indiscriminately uses their skills and 

determination to achieve the same goal, that is, 

to reach the limit of their limits by overcoming 

obstacles. From this point of view, it is important 

to be able to train the teachers themselves in 

order to make them understand the real and 

personal needs of the students in order to create 

inclusive actions that can make the disabled 

person feel the protagonist of their own life 

project and no longer a simple spectator in which 

others play their game (Opstoel et al., 2020).   

Physical education, in fact, becomes effective 

when the focus is on the student and not on 

sport, when the teacher is able to motivate the 

student and create a positive teacher learner 

relationship, making him more and more 

autonomous in his activity and personal choices.   

The educational process and the related training 

project require an educational space in which 

motor and sports paths are flexible and 

personalized in relation to the characteristics 

and peculiarities of each subject, which allow not 

only to "overcome" the deficit but also to increase 

in each subject the awareness of his possibilities, 

thus contributing to the formation of his identity. 

It happens, in fact, that every student has special 

needs to be transformed into special desires and 

life prospects, as each subject is unique and 

unrepeatable, with his or her own experience and 

his or her own life project. The line to be taken is, 

therefore, that of "valuing differences in the 

awareness of diversity as an indispensable value" 

in order to confront the diversity of each student 

in a new learning environment that ensures 

convergence and balance between different 

characteristics and needs and above all is able to 

change flexibly with changing attitudes, 

aspirations, environments, fragility and 

potential of the person (White et al., 2021).  

Looking at the disabled person beyond their 

deficit means considering their life history by 

providing different possibilities for personalized 

and integrated growth. Physical education is well 

suited to this training approach as motor 

activities allow you to "abandon the pressures of 

everyday life, have more bodily contact, be 

cooperative, resolve conflicts, get to know the 

other and, consequently, socialize with all people 

beyond disability" (Juvonen, Lessard, Rastogi, 

Schacter, & Smith, 2019).  

Physical education, as a training process, 

therefore, represents a real breaking down of 

social barriers, a tool capable of giving life to an 

innovative and mature paradigm based on the 

promotion of social inclusion. For the disabled 

person sharing the same experience, the same 

spaces and the same moments with others 

represents an opportunity for growth and social 

integration. Physical education should be 

considered as a method of intervention in the 

difficult educational path and integration of the 

disabled person. The motor and sports field, in 

fact, is a favorable context for the development 

and consolidation of fundamental cognitive skills 

and, at the same time, the body, motor activity, 

games and recreational activities aimed at 

integration, become concrete and coherent 

educational tools for the affirmation of this 

paradigm.   

Through motor activities, exploiting a 

psychoeducational intervention model that 

integrates the educational aspect with the 

psychological and relational one, it is possible to 

create the conditions for the subject with 

disabilities to benefit from a learning context, 



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understood as growth and structuring of the 

personality (search for autonomy). This means, 

first of all, valuing the diversity of the student: 

difference is to be considered a resource and a 

richness and, in this sense, collaboration and 

teamwork are essential for everyone's growth 

(Pangrazi, & Beighle, 2019).   

Sport and play, in addition to spreading the 

values of solidarity, loyalty, respect for the 

person and the rules, which are the founding 

principles of any healthy society, are 

extraordinary tools for building skills that can be 

transferred to other contexts of life. The 

organization of a competition, the definition of 

roles, the determination of timing, game 

strategies, are real intellectual skills that can be 

transferred to any context of life and represent 

skills that everyone should be able to put into 

practice when they must make decisions or 

prepare a program of action. Movement 

activities are opportunities to privilege creativity 

and emotional investment because the 

educational perspective is to support the 

processes that lead to autonomy, the growth of 

self-esteem, the ability to initiative and self-

awareness at various levels, physical and 

emotional.   

Conclusions  

Educating the person to become himself, also by 

concentrating on his bodily realization, means 

helping him to become aware of his being a whole 

person, which is expressed and fulfilled through 

movement, action. This means accompanying 

the subject to read the body not only as a set of 

muscle bundles to be controlled as such and 

therefore a mere expression of coordinative and 

conditional capacities, but to ensure that it 

grasps itself integrally in its total corporeality, 

which also involves relating to others. The body, 

as a co-builder of knowledge and self-knowledge, 

in its being "in situation", is correlated with 

motivation, with the intentionality that each 

subject puts into his action and not only with his 

mechanical action of a merely reproductive 

model.  

Physical education, conducted in formal, non-

formal and informal educational systems, calls 

for the acquisition of the person's awareness of 

his transformation as a bodily identity, in his 

existence, acting and perfecting himself. In this 

sense, pedagogical intentionality has as its 

peculiarity the feeling and becoming of bodies, 

embodied and embodied actions that give 

meaning and significance to the person's 

experience, including those who may show 

deficits and disabilities. Physical education has, 

in essence, the purpose of allowing each and 

every one to develop their own personal life 

project according to an eco-systemic approach, 

using a multi-perspective vision in relation to the 

contribution that the different motor activities 

can offer in order to achieve a "formative" design.  

References  

Brennan, A., King, F., & Travers, J. (2021). 

Supporting the enactment of inclusive 

pedagogy in a primary school. 

International Journal of Inclusive 

Education, 25(13), 1540–1557. 

https://doi.org/10.1080/13603116.2019.

1651412 

Ciyer, A. (2010). Developing inclusive education 

policies and practices in Turkey: A study 

of the roles of UNESCO and local 

educators (Doctoral dissertation). 

Arizona State University. 

DeMatthews, D. E., Serafini, A., & Watson, T. N. 

(2021). Leading inclusive schools: 

Principal perceptions, practices, and 

challenges to meaningful change. 

Educational Administration Quarterly, 

57(1), 3–48. 

https://doi.org/10.1080/13603116.2019.1651412
https://doi.org/10.1080/13603116.2019.1651412


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