In addition to psychomotor and cognitive learning, social development is one of the three pillars of the national standards for physical education instruction. Though a plethora of research has exhibited the benefits social inclusion can have for students with and without disabilities, inclusion cannot be successful unless physical educators are deliberate, persistent, and continually reflective on the needs of students. The purpose of this paper is to outline the state of inclusion of students with disabilities in a general physical education classes and to highlight teacher behaviors and instructional techniques that promote social acceptance and inclusion for all students in physical education.

除了心理运动和认知学习，社会发展是体育教学国家标准的三大支柱之一。尽管大量研究表明社会包容对有残疾和没有残疾的学生都有好处，但除非体育教育者深思熟虑、坚持不懈并不断反思学生的需求，否则包容不可能成功。本文的目的是概述将残疾学生纳入普通体育课程的状况，并突出教师行为和教学技巧，以促进社会接受和包容所有体育学生。