Perspectives of peers without disabilities are considered a significant determinant of successful integrated physical education. The purpose of this study was to explore students' perspectives of including students with physical disabilities in physical education in Singapore. Primary and secondary school students (n = 219) provided their perspectives related to the inclusion of students with physical disabilities through an online survey platform. The quantitative results showed that 86.3% of the participants expressed a “yes” opinion toward having the perspective that peers with physical disabilities should be included, while 13.7% of them expressed either a “no” or “maybe” opinion related to peers with physical disabilities being included. Further, girls were more likely to respond “yes” than boys, and a larger proportion of secondary school students responded “yes” than primary school students. Content analysis was used to code students’ 277 open-ended perspectives for supporting their expressed opinions. The different perspectives were coded and subsequently grouped into 15 categories for supporting the “yes,” “no,” and “maybe” responses. Equality was the most commonly listed category for supporting a “yes” response. For supporting a “no” response, negative outcomes, such as bullying and injury, were most commonly reported. Finally, dependence and incompatibility were equally listed for justifying a “maybe” response. These findings highlight a variety of perspectives related to peer attitudes and shed light on the value of enhancing students’ perspectives toward the integration of peers with disabilities.

非残疾同龄人的观点被认为是综合体育教育成功的重要决定因素。本研究的目的是探讨学生对于将身体残疾学生纳入新加坡体育教育的看法。中小学生 ( n = 219) 通过在线调查平台提供了他们对包容身体残疾学生的看法。定量结果显示，86.3% 的参与者对应该包括身体残疾同龄人的观点表示“是”，而 13.7% 的人对身体残疾同龄人表达“否”或“可能”意见。残疾被包括在内。此外，女孩比男孩更有可能回答“是”，中学生回答“是”的比例高于小学生。内容分析用于对学生的 277 个开放式观点进行编码，以支持他们表达的观点。不同的观点被编码，随后分为 15 个类别，以支持“是”、“否”和“可能”的回答。平等是最常列出的支持“是”回答的类别。为了支持“不”回应，最常报告负面结果，例如欺凌和伤害。最后，依赖性和不相容性同样被列为证明“可能”反应的理由。这些发现突出了与同龄人态度相关的各种观点，并阐明了增强学生对残疾同龄人融合的观点的价值。