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Open research questions in Inclusion and Disability in Education and Sport

269 gap statements mined from Inclusion and Disability in Education and Sport papers in our 7.9M-paper local library, which holds 1,513 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

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What the literature leaves open

  • Limited attention has been paid to the professional profile of staff responsible for delivering community-based adapted sport programmes. The study aims to address this gap by examining the sociodemographic characteristics, motivation, and training needs of the staff.

    Professional Profile of Staff in a Community-Based Adapted Sport Programme: Sociodemographic Characteristics, Motivation, and Training Needs · 2026 · DOI

  • Future research could explore diverse educational settings, examining the conditions that might support the implementation, effectiveness and sustainability of strengths-based approaches for 2e students, who represent a spectrum of abilities and challenges. The success of running an elective that adopts this approach remains to be investigated.

    Building Bridges for Twice-Exceptional Students: A Case Study in a Secondary School · 2025 · DOI

  • Future research should consider both sample representativeness and inferential validity to more thoroughly investigate the potential correlation between students’ positive interactions and their attitudes toward peer acceptance, as well as the extent to which these factors may mutually influence one another.

    Promoting Peer Interaction and Acceptance Among Students with Special Needs Through an Experiential Learning Program · 2025 · DOI

  • Since inclusive education is provided only in some primary schools in Northern Cyprus, inclusion practices need to be extended to all school levels. Social-cultural activities should be organized inside and outside school so that individuals with special needs and their normally developing peers can spend more time together.

    The Perceptions and Attitudes of Peers towards Students with Special Needs as Reflected by Their Drawings and the Social Acceptance Scale · 2024 · DOI

  • These results suggested that exposure alone, without adequate training and support, was insufficient to effectively change attitudes toward the dental management of PWDs.

    Bridging the Gap: Dental Students’ Attitudes toward Persons with Disabilities (PWDs) · 2024 · DOI

  • The omission of such broader personality constructs represents a deliberate choice for parsimony in this initial cross-cultural exploration, but one that future research could address to provide a more exhaustive personality profile.

    Personality, empathy, and students' attitudes toward wheelchair users · 2026 · DOI

  • However, participants reported being limited by the lack of personal and material resources, a circumstance that hinders the implementation of pedagogical strategies framed within the inclusive paradigm.

    Inclusive Education and Physical Education in Spain: A Qualitative Analysis of Teachers’ Perspectives · 2025 · DOI

  • Future research should explore the long-term impact of educational interventions and personal experiences on attitudes toward disability to inform evidence-based strategies for fostering inclusivity and acceptance in education and healthcare environments.

    The Importance of Positive Attitudes Toward Disability Among Future Health and Education Professionals: A Comparative Study · 2025 · DOI

  • Teachers' self‐efficacy plays an important role in sustaining inclusive practices, yet limited evidence exists from Central European contexts where systemic support remains developing.

    Examining primary education teachers' self‐efficacy and feelings toward teaching pupils with autism in inclusive physical education · 2026 · DOI

  • However, physical placement has not necessarily resulted in more positive educational experiences, and limited research has examined autistic students’ experiences in physical education (PE).

    Belonging in integrated physical education: perspectives of autistic primary school students in Slovakia · 2026 · DOI

  • Children's right to play remains underexplored in French mainstream schools.

    Walking, talking, playing: Children with disabilities’ outdoor play in French mainstream schools · 2025 · DOI

  • While the well-being of children has gained importance, the well-being of young people living with a disability remains an underexplored subject, thus leaving the voice of these most vulnerable underrepresented in the literature.

    I Feel Good When I Move and Play: The Lived Experience of Well-Being of Youth with Disabilities · 2025 · DOI

  • Amongst the growing number of examples of inclusive dance programming, community-informed recommendations for inclusive dance are scarce.

    Community‐Informed Recommendations to Developing Inclusive Dance Opportunities: Engaging Community, Dance, and Rehabilitation Experts Using a Hybrid‐Delphi Method · 2025 · DOI

  • Previous studies have found that gender, age, and contact can predict attitudes toward people with intellectual disability, but the results remain inconsistent.

    Predicting attitudes toward people with intellectual disability: the role of gender, age, and the quantity and quality of contact · 2025 · DOI

  • Despite much research effort in promoting young children’s positive attitudes towards peers with disabilities, little is known about cultural influences on the attitude formation.

    A Cross-Cultural Examination of Young Children’s Attitudes Towards Peers with Disabilities in South Korea and the United States · 2024 · DOI

  • However, little is known about the nature of these inclusive friendships in inclusive college courses.

    Peer perspectives on friendships among peers with and without intellectual and developmental disabilities: A pilot mixed methods study · 2024 · DOI

  • However, little is known about the impact of such training on physical activity behaviour.

    Differences in physical activity volume and intensity between Unified and non‐Unified Special Olympics football training: An observational pilot study · 2024 · DOI

  • The hands-on use of metaverse technology, while naturally more realistic than hypothetical scenarios, was limited to a single session lasting approximately 45 minutes.

    An Enhanced Explainable Hybrid Framework for Modeling Metaverse-Based E-Learning Acceptance Among Students with Disabilities: Integrating SEM, Neural Networks, and Interpretable Machine Learning · 2026 · DOI

  • First, consistent with the theoretical framing outlined in the Introduction, motivational and contextual factors were rarely examined in relation to each other within the same study, even though the Lancet global-perspective synthesis explicitly called for socio-ecological approaches that integrate both.

    Motivational and Contextual Factors Across Sport Entry, Current Participation, Maintenance, and Withdrawal Among People with Physical Disabilities: A Systematic Review · 2026 · DOI

  • This distinction is educationally consequential: interaction-related attitudes are rarely addressed explicitly in formal curricula yet are powerfully shaped through the hidden curriculum and clinical role modeling.

    Symbolic ableism in health professions education: development and initial psychometric evaluation of the German symbolic ableism scale · 2026 · DOI

  • The classification system for blind and partially sighted football is currently based on the World Health Organisation's definition of vision impairment and does not account for the impact of impairment on performance.

    Classifying footballers with a visual impairment: The relationship between visual function and technical performance · 2026 · DOI

  • While these studies offer an important first step in detailing often powerful, compelling and personal stories, they are also limited by the potential for producing findings that only reflect ‘part of the broader story’.

    Surveying guided sports- Understanding practices and experiences of blind, partially sighted and deafblind sportspeople, and sighted guides · 2026 · DOI

  • Few studies have examined attitudes of staff working in the specialised service industry, which may have an even greater impact.

    Attitudes of direct support professionals and management staff towards intellectual disability in specialised services · 2024 · DOI

  • “Any Other Comments?” Open Questions on Questionnaires–A Bane or a Bonus to Research? BMC Med.

    Development and Validation of a Survey on Inclusive Judo: Judo Teachers’ Attitudes Towards Including Participants with Intellectual Developmental Disorders (J-TAID) · 2025 · DOI

  • Regarding the degree of relationship between the students of MCs and SCs, this study obtained contradictory results.

    From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers · 2024 · DOI

Most-cited papers in Inclusion and Disability in Education and Sport

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Open questions raised by papers listed on this page include: (1) The omission of such broader personality constructs represents a deliberate choice for parsimony in this initial cross-cultural exploration, but one that future research could address to provide a more exhaustive personality profile (“Personality, empathy, and students' attitudes toward wheelchair users”, 2026); (2) Participants reported being limited by the lack of personal and material resources, a circumstance that hinders the implementation of pedagogical strategies framed within the inclusive paradigm (“Inclusive Education and Physical Education in Spain: A Qualitative Analysis of…”, 2025); (3) Children's right to play remains underexplored in French mainstream schools (“Walking, talking, playing: Children with disabilities’ outdoor play in French…”, 2025); (4) Amongst the growing number of examples of inclusive dance programming, community-informed recommendations for inclusive dance are scarce (“Community‐Informed Recommendations to Developing Inclusive Dance Opportunities:…”, 2025); (5) Despite much research effort in promoting young children’s positive attitudes towards peers with disabilities, little is known about cultural influences on the attitude formation (“A Cross-Cultural Examination of Young Children’s Attitudes Towards Peers with…”, 2024). 269 gap statements have been mined from Inclusion and Disability in Education and Sport papers in our 7.9M-paper local library, which holds 1,513 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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