{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,27]],"date-time":"2026-04-27T22:17:37Z","timestamp":1777328257510,"version":"3.51.4"},"reference-count":52,"publisher":"MDPI AG","issue":"1","license":[{"start":{"date-parts":[[2023,12,31]],"date-time":"2023-12-31T00:00:00Z","timestamp":1703980800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"National Funds through the FCT\u2014Foundation for Science and Technology","award":["UIDB\/05507\/2020"],"award-info":[{"award-number":["UIDB\/05507\/2020"]}]},{"name":"Centre for Studies in Education and Innovation (CI&amp;DEI)","award":["UIDB\/05507\/2020"],"award-info":[{"award-number":["UIDB\/05507\/2020"]}]},{"name":"Polytechnic of Viseu","award":["UIDB\/05507\/2020"],"award-info":[{"award-number":["UIDB\/05507\/2020"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Education Sciences"],"abstract":"<jats:p>School inclusion is based on the need to adopt and implement a holistic view of education, training, and human development embodied in the idea of everyone, for everyone. In the context of Physical Education (PE), there are still several constraints to the realization of this universal desideratum. Among these, teacher training and qualification for the inclusion of students with Specific Health Needs (SHNs) stands out. That is, students with physical and mental health problems whose impact is significantly manifested in the learning process. Thus, the objective of this study was to identify the representations of PE teachers about their training to develop inclusive processes with students with SES. Participants in this study were 151 PE teachers from different regions and districts of Portugal (Algarve, Aveiro, Castelo Branco, Lisbon, Porto, and Viseu) who had 23.6 \u00b1 8.1 years of teaching service. Teachers answered an online questionnaire, on the Google Forms platform, with open and closed questions about their education and training to develop inclusive processes in PE. The results indicate two significant dimensions: (1) initial training for teaching inclusive PE and (2) continuous training for inclusion. Regarding initial training, a large majority of the teachers under study, at the end of their initial training, did not have the essential skills to teach PE to students with SES. It was also identified that a large majority reported not having had any contact with students with SES throughout their training process for teaching. It was also recognized that this training was not adjusted to the development of intervention skills with students with SHN. Regarding continuous training, it was identified that attendance at this training increased their skills to teach PE to students with SHN. Workshops\/actions\/training courses are the main training models adopted. However, it is recognized that the training provided does not respond concretely to their training needs to intervene with students with SHN, since teachers essentially seek to improve intervention in the context of inclusive physical education. We conclude that teacher training for inclusion is not yet fully adjusted to the reality of the inclusive school paradigm. In this sense, in practical terms, the following are suggested: (1) the need for reinforcement in study plans with specific and long-term curricular units; (2) the introduction of real practice components in context; and (3) supervised pedagogical practice in diverse contexts.<\/jats:p>","DOI":"10.3390\/educsci14010049","type":"journal-article","created":{"date-parts":[[2023,12,31]],"date-time":"2023-12-31T06:37:12Z","timestamp":1704004632000},"page":"49","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":8,"title":["Physical Education Teachers\u2019 Representations of Their Training to Promote the Inclusion of Students with Disabilities"],"prefix":"10.3390","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6308-7981","authenticated-orcid":false,"given":"Tadeu","family":"Celestino","sequence":"first","affiliation":[{"name":"Faculty of Social and Human Sciences, University of Beira Interior, 6201-001 Covilh\u00e3, Portugal"},{"name":"School of Education, Center for Studies in Education and Innovation, Polytechnic Institute of Viseu, 3504-510 Viseu, Portugal"}]},{"given":"Esperan\u00e7a","family":"Ribeiro","sequence":"additional","affiliation":[{"name":"School of Education, Center for Studies in Education and Innovation, Polytechnic Institute of Viseu, 3504-510 Viseu, Portugal"}]},{"given":"Elsa Gabriel","family":"Morgado","sequence":"additional","affiliation":[{"name":"Polytechnic Institute of Bragan\u00e7a, 5300-253 Bragan\u00e7a, Portugal"},{"name":"Centre for Philosophical and Humanistic Studies, Portuguese Catholic University, 4710-297 Braga, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6603-034X","authenticated-orcid":false,"given":"Levi","family":"Leonido","sequence":"additional","affiliation":[{"name":"School of Human and Social Sciences, University of Tr\u00e1s-os-Montes e Alto Douro, 5000-801 Vila Real, Portugal"},{"name":"Center for Research in Arts Sciences and Technologies, Portuguese Catholic University, 4169-005 Porto, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3088-8413","authenticated-orcid":false,"given":"Antonino","family":"Pereira","sequence":"additional","affiliation":[{"name":"School of Education, Center for Studies in Education and Innovation, Polytechnic Institute of Viseu, 3504-510 Viseu, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2023,12,31]]},"reference":[{"key":"ref_1","unstructured":"Guterrres, A. 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