The urgency of dealing with inclusion lies in the UN CRPD signed in 2009, which, among other things, provides a legal framework for the demand for joint education (§24). It also includes the dimension of disability as a diversity feature in general education schools and therefore also in PE lessons. Working with a heterogeneous PE class not only requires a high level of competence from the school as an institution, but also from the teachers in dealing with the diversity of their pupils.

The aim of the project is to develop and test a teaching concept for inclusion in PE lessons for the first phase of teacher training. Two key questions are at the center of interest:

1. How can the topic of inclusion be embedded in the first phase of physical education teacher training (teaching concept)?
2. What effects do students experience as a result of participating in the course (impact analysis)?

In order to answer the first key question, an event concept will be developed as part of the physical education teacher training program at the University of Kassel. Quantitative and qualitative research methods will be used to answer the second key question of impact and will be evaluated using an experimental control group design.