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Since the inception of the original Individuals with Disabilities Education Act (IDEA) in 1975, students with disabilities have been included into general physical education programs. We have learned a great deal about what works and what doesn’t in inclusive physical education, particularly through research in the last 15 years. This presentation reviews the research on inclusion with implications for practice. We will discuss the effects of support such as teacher assistants and peer tutors, as well as the attitudes of children without disabilities, attitudes of general physical educators, and the effects of accommodations on student learning.
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