INCLUSIVE SCHOOL AND ADAPTED PHYSICAL EDUCATION AS A FORM OF NON-DISCRIMINATION EDUCATION: A LITERATURE REVIEW

Abstract

Inclusive schools and adaptive physical education effectively eliminate discrimination and fulfill the learning rights of students with disabilities. Standardized physical education is often a primary source of exclusion due to rigid curricula and non-inclusive environments. This study aims to investigate the development of an inclusive education framework and evaluate how Adaptive Physical Education can be implemented as an operational tool for discrimination-free public education. To uncover current empirical insights, this study employs a systematic literature review design with a specific PICO strategy. Exploration of digital databases using precise search syntax resulted in a rigorous tiered screening process based on strict inclusion and exclusion criteria, yielding a final synthesis of foundational qualitative data. The results indicate that transforming conventional environments into truly non-discriminatory ones requires a sustained relationship between systemic policies, community voices, and structured self-assessment tools. True institutional inclusion succeeds when physical education moves away from competitive and performance-based norms and actively adapts its infrastructure and instruction. In conclusion, providing tailored physical activities is an essential requirement for eliminating social stigma and fulfilling the constitutional rights of students from diverse backgrounds.