Our research used an innovative methodological approach by revisiting an original study conducted 15 years previously (Morley et al., 2005). A purposive sample of 31 secondary school teachers in the UK were interviewed to explore their perceptions of including pupils with special educational needs and/or disabilities (SEND) in mainstream secondary physical education (PE). All interviews were transcribed verbatim and texts analysed thematically. Findings suggest that, despite significant policy developments, little has changed in teachers’ perceptions of their ability to include pupils with SEND in PE and there remain significant challenges to them achieving this. Some exceptions were documented, most notably an increased and positively received focus on inclusion within PE initial teacher education. The article concludes with recommendations for future practice, particularly in terms of teacher education and professional development, as well as the need for effective dissemination of research findings to key stakeholders.

我们的研究通过重新研究15年前进行的原始研究，采用了创新的方法论方法（Morley等，2005）。采访了英国31名中学教师的目标样本，以探讨他们对将具有特殊教育需求和/或残疾（SEND）的学生纳入主流中学体育（PE）的看法。所有访谈均逐字记录，并按主题分析文本。研究结果表明，尽管制定了重要的政策，但教师对他们将SEND学生纳入体育活动的能力的看法并没有改变，而实现这一目标仍然面临重大挑战。记录了一些例外情况，最值得注意的是，人们越来越关注并积极地将其纳入体育初等教师教育。