Start Date
19-6-2025 10:30 AM
End Date
19-6-2025 12:00 PM
Abstract
Introduction An ‘inclusive’ learning environment is a core aspect of the Norwegian curriculum and “being open to differences and including everyone, regardless of background and abilities” is a core element of the physical education curriculum (Utdanningsdirektoratet, 2020, p. 3). However, little is known about the subjective feelings and experiences of inclusion experienced by students with disabilities in Norway. The purpose of this study is to reanalyse existing data from recently supervised theses to explore disabled students’ feelings of belonging and inclusion within Norwegian PE.
Methodology This study was conducted using a qualitative secondary analysis (QSA) approach. Following Heaton’s (2008) guidelines for QSA, this study utilized an amplified analysis approach of QSA in which multiple datasets (i.e., datasets from four theses) were combined for analysis. Data were thematically analysed to understand feelings of inclusion within Norwegian PE.
Results In total, approximately 25 unique interview transcriptions were reviewed across the four datasets. Participants ranged in age from 13-45 years old and had either physical or visual impairment. Preliminary findings highlight the negative impact teachers’ preconceptions of disability can have on disabled students’ opportunities in PE while unique spaces such as water or nature may offer opportunities to feel valued.
Conclusions Findings in this study resonate with findings from other countries while also examining spaces that are of particular importance within Norwegian culture. Further, the use of QSA may be a beneficial way to promote student work while also ensuring data finds an empirical home.
Recommended Citation
Holland, Steven K.; Holland, Katherine; Innvær, Oda; Klaussen, Nora; Kissten, Ingrid; and Østby, Maren, "Belonging and inclusion in Norwegian PE: An amplified analysis of supervised master’s theses" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 31.
https://sword.cit.ie/isapa/2025/day4/31
Belonging and inclusion in Norwegian PE: An amplified analysis of supervised master’s theses
Introduction An ‘inclusive’ learning environment is a core aspect of the Norwegian curriculum and “being open to differences and including everyone, regardless of background and abilities” is a core element of the physical education curriculum (Utdanningsdirektoratet, 2020, p. 3). However, little is known about the subjective feelings and experiences of inclusion experienced by students with disabilities in Norway. The purpose of this study is to reanalyse existing data from recently supervised theses to explore disabled students’ feelings of belonging and inclusion within Norwegian PE.
Methodology This study was conducted using a qualitative secondary analysis (QSA) approach. Following Heaton’s (2008) guidelines for QSA, this study utilized an amplified analysis approach of QSA in which multiple datasets (i.e., datasets from four theses) were combined for analysis. Data were thematically analysed to understand feelings of inclusion within Norwegian PE.
Results In total, approximately 25 unique interview transcriptions were reviewed across the four datasets. Participants ranged in age from 13-45 years old and had either physical or visual impairment. Preliminary findings highlight the negative impact teachers’ preconceptions of disability can have on disabled students’ opportunities in PE while unique spaces such as water or nature may offer opportunities to feel valued.
Conclusions Findings in this study resonate with findings from other countries while also examining spaces that are of particular importance within Norwegian culture. Further, the use of QSA may be a beneficial way to promote student work while also ensuring data finds an empirical home.
