Primary teachers’ problem-solving experiences in teaching physical education to children with developmental disabilities in multi-aged classes in Lao PDR

Abstract The purpose of this study was to examine primary school teachers’ professional learning through problem-solving practices in teaching physical education (PE) to children with developmental disabilities (DD) in Lao PDR, using andragogy theory as the analytical framework. A qualitative methodology using an exploratory case study design was employed, drawing on in-depth, semi-structured interviews with five classroom teachers from one primary school. Data were analyzed using constant comparative analysis, resulting in three interrelated themes: (a) developing a professional network to mitigate teachers’ reality shock, (b) guiding children with DD to become independent learners in PE through sharing foundational skill progress with parents, and (c) role assignment as a pedagogical strategy to foster peer interaction between children with and without DD. The findings highlight the vital role of school principals to promote professional learning opportunities tailored to the unique culture and context of each school to help teachers adapt and innovate PE instruction for children with DD.