This is because there are a number of issues that disabled young people have to face that affect their ability of participation in school-based PE and sport. .
Many studies and reports have identified the barriers related to participation of disabled people. Auxter et al. (2010) and Rimmer and Rowland (2007) are of the view that for children with disabilities, participation in sports and PE is hindered by inaccessible facilities and equipment and staff without appropriate training. Arthur and Finch (1999) found out that lack of information held by people with a disability results in having less awareness with regard to the sporting activities that were appropriate for them. They also consider lack of available facilities in schools, inappropriate design of buildings, and lack of adaptation equipment to serve as barriers to participation, while Doll-Tepper (1999) cite unsuitable activities and inadequately trained service providers to be amongst the barriers (Doll-Tepper, 1999, p. 179). .
Rankin (2012) suggests that the barriers that are faced to participation can be categorised in three groups; logistical, psychological, and physical, and assert psychological barriers as the strongest. Physical barriers refer to the unavailability or non-implementation of adaptations and changes needed for supporting participation, which include those related to facility, equipment and health and safety. On the other hand, logistical barriers are those that refer to adaptations which have been made but have not been implemented effectively, such as those related to expense, communication, geography, suitability, and support of others (Rankin, 2012, p. 9). Psychological barriers refer to opinions, attitudes, and perceptions that prevent participation in sport and include personal perceptions and attitudes of others serving as barriers to participation. .
Arthur and Finch (1999) found out that lack of confidence and self-belief prevents disabled people to even consider trying physical activity or sport.
