A qualitative exploratory study of teachers’ perceptions of movement behavior of students with intellectual disabilities in the school context

The findings suggest that both motor interventions and assessments should be adapted to the specific needs or characteristics of children and adolescents with ID so that they can participate and perform. Moreover, motor assessments and interventions should be systematically structured to address the specific needs of children and adolescents with ID, and to optimize the progress in motor learning. Within physical training, practitioners should place value on improving activities that are important for increasing independence and mastering everyday life, as well as for the overall personal development of the individual with ID. Attractive and promising tasks as well as assistive technology may be regarded as appropriate means to promote movement behavior. Future research should include the views of students and their families and other exploration techniques, e.g., direct observation or group interviews, to expand the understanding of movement behavior.