School Integration of Students with Special Needs in Regular Classes in Physical Education

Sport and Physical Education is an interesting activity for the development of the disabled children and their class integration (Borioli & Laub, 2007; Avramidis, Bayliss & Burden, 2000). Today, the objective in school is to provide equal opportunities for pupils (Boudon, 1973). Indeed, to allow an integration of the pupils with particular needs in an ordinary class, it seems important for the institution to adhere to value of equal opportunity (Peltier, 1997; Columna & al, 2010; Dubois, 2011). Tunisia is also engaged in the development and the implementation of a true national strategy for the integration of children with special needs into ordinary classes in Sport and Physical Education (law no. 2005-83 of 15 August 2005). Two hundred teachers randomly selected participated in our experiment. They all reside in the region of Sfax (Tunisia) working at the primary, preparatory and secondary schools (mean = 35.5 years; standard deviation = 4.41). They answered the questionnaire anonymously (Dubois, 2011). According to our results, we noted that teachers of Sport and Physical Education present difficulties to deal with the totality and diversity within the school (Ludovic, 2000).