Unravelling the Impact of Universal Design for Learning on the Inclusion of Students with Disabilities in Physical Education: A Systematic Review

Résumé

Background. Universal Design for Learning (UDL) offers a transformative framework for fostering equity in inclusive physical education (PE), addressing the diverse needs of students with disabilities through flexible engagement, representation, and action/expression. Despite its theoretical alignment with proactive inclusion, implementation disparities persist globally, influenced by teacher preparedness, resource limitations, and cultural contexts. Objectives. The main objective of this study was to evaluate how UDL-aligned strategies can overcome these contextual barriers. Materials and methods. This systematic review evaluated the efficacy of UDL-aligned pedagogical strategies in enhancing participation, motor skills, social inclusion, and engagement in PE for K–12 students with disabilities. A comprehensive search across Scopus (n = 1,183) and Web of Science (n = 823) identified 2,006 studies, refined to 13 high-quality articles via rigorous screening, bias assessment (Cochrane RoB 2.0, Newcastle-Ottawa Scale), and dual independent extraction. Results. Mixed-methods synthesis revealed that UDL interventions significantly improved motor skill progression (η² = 0.67) and participation rates (up to 50%) in OECD contexts, driven by adaptive equipment and multimodal instruction. Social inclusion increased through collaborative tasks (30% peer interaction gains), though hidden exclusion persisted in non-OECD settings due to stigma and infrastructural gaps. Key barriers included inconsistent teacher training (40% ofOECD educators reported inadequate preparation) and resource scarcity, particularly in underfunded schools. Technology integration (AI, virtual reality) has demonstrated potential in personalizing learning and bridging accessibility gaps. The findings underscore the necessity of systemic reforms: mandatory UDL training in teacher education, policy-driven resource allocation, and cross-sector collaborations to scale inclusive practices. Conclusions. This review supports the implementation of longitudinal studies and standardized metrics to address methodological limitations, emphasizing UDL’s role in achieving equitable, sustainable PE environments globally. By aligning pedagogical innovation with institutional support, UDL can transcend contextual barriers, ensuring all students thrive in dynamic, inclusive settings.

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