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The objective of this study was to analyse the barriers and facilitators that students with disabilities encounter in Physical Education and sports in Chile, Colombia, Spain and Peru. An exploratory, correlational and cross-sectional study was designed, involving 362 children and adolescents with disabilities from Chile (41.1%), Colombia (14.6%), Spain (11.6%) and Peru (32.5%), who completed the questionnaire "Barriers and Facilitators of Sports in Children with Physical Disabilities" (BaFSCH) in its Spanish-translated version. Concerning the results, 72.7% practice physical activity at school, with a higher tendency in Colombia (88.7% χ² = 11.17, p = .02), where 72.0% participate in Physical Education classes while 38% practice physical activity and sports workshops. The main facilitators of inclusion are parents and guardians, along with friends in the school environment, while barriers are associated with accidents or falls and/or their disability and/or impairment. Additionally, biological sex (OR = 1.893, IC = 1.19-3.00, p = .007) is associated with being a facilitator for physical activity, whereas having an intellectual disability (OR = .437, IC = .20 - .94, p = .03) and a physical disability (OR = .298, IC = .15-.58, p = .0002) are associated with barriers to inclusion. This research revealed that Physical Education classes are fundamental for engaging in physical activity within the educational setting for children and adolescents with disabilities, as well as the environment, which acts as a protective factor at the environmental level. [ABSTRACT FROM AUTHOR]

In Chile, over the past 8 years, significant strides have been made in public policies regarding the inclusion of children with disabilities (CWD) in the education sector, aligning with the objectives of sustainable development by 2030 and the "Education for All" agreement from Kazan 2015. Particularly in physical education, these policies draw heavily from the principles outlined in the 2023 Baku agreement on "Quality Physical Education," which underscores the multifaceted benefits of physical activity on social, cognitive, and educational levels. Consequently, there is a need to develop training programs for physical education teachers (PET) to facilitate the inclusion process. The objectives of the study were to identify the levels of self-efficacy of Physical Education Teachers in Chile to include children with disabilities in the school and analyze the variables of training in inclusion (PT) and previous contact (PC) in the modification of the perception of self-efficacy. A total of 559 teachers of the Chile participated, and the Self-Efficacy Scale for Physical Education Teachers towards Students with Disabilities was applied. The results for self-efficacy were median and high confidence, indicating differences in favor of PC in Women p<.001, η²=.06, Men p<.001, η²=.02, and Overall p<.001, η²=.03 and PT in Women p<.001, η²=.05, Men p<.001, η²=.05, and Overall p<.001, η²=.05. It is also observed It is also observed that there is better self-efficacy for those who had PC and PT p<.001 η²=.12 in Overall. It can be concluded that PT and PC influence the self-efficacy perception of physical education teachers. [ABSTRACT FROM AUTHOR]

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