Systematic review on the inclusive educational trajectory of university students with disabilities in Physical Education
DOI:
https://doi.org/10.47197/retos.v76.118458Keywords:
Disability, educational trajectory , inclusive education, Physical Education, university studentsAbstract
Introduction: The inclusion of university students with disabilities in physical education continues to be a challenge for higher education institutions due to structural, pedagogical, and social barriers that limit their full participation, despite recent normative and institutional advances.
Objective: To synthesize the scientific literature published between 2021 and 2025 on the inclusive educational trajectory of university students with disabilities in the field of physical education through a systematic review of empirical and theoretical studies.
Methodology: A systematic review was conducted using a quantitative approach and a documentary design, following PRISMA guidelines. The study was classified as exploratory and descriptive. A total of 20 articles were selected from international databases using predefined inclusion and exclusion criteria.
Results: A recent growth in studies was identified, with thematic lines focused on inclusion and accessibility, barriers and facilitators, adapted pedagogical design, and psychological well-being. Significant gaps persist, such as the absence of longitudinal studies, limited evaluation of university-based interventions, and low representation of Latin American and African contexts, which restricts a comprehensive global understanding of inclusive educational trajectories.
Discussion: The reviewed evidence indicates a field in consolidation, with meaningful conceptual advances, yet still marked by methodological fragmentation, limited transcontinental collaboration, and insufficient incorporation of student perspectives in the studies.
Conclusions: The review provides an updated synthesis of the state of knowledge and highlights the need to strengthen collaborative networks, diversify methodological approaches, and promote university policies that foster inclusive, equitable, and evidence-based physical education.
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