The interest in individuals using wheelchairs was based on the adapted Physical Education
(PE) discipline. Wheelchair children are able to acquire a repertoire of knowledge that is
taught to them from the moment they are stimulated, especially with regard to motor
experiences. In this sense, the aim of our study was to investigate the challenges and
possibilities for the role of the PE teacher in the process of inclusion of students using a
wheelchair. The research has a qualitative approach and was developed at the public
kindergarten and elementary education. The subjects were: school management, special
education technician, regular education teacher, itinerant PE teacher, parents/guardians of
the student and 2 classmates (3rd grade students). Volunteers answered a semi-structured
questionnaire with questions that addressed the inclusion of wheelchair users in the school.
Our results indicated that the school institution should be effectively more oriented towards
the particularities presented by the students than towards the needs of society. In addition,
schools need to value diversity and promote equity in their learning, ensuring that their
collective and individual needs are met, so that their role in individual training enables the
construction of a culture of respect for diversity and combating inequalities. Thus, our
conclusion enabled a better understanding of the issue of inclusion of wheelchair users
during their participation in the teaching-learning process, especially in PE classes. However,
institutionalized spaces for the education of children still need adjustments, both physical
spaces and spaces for training specialized professionals to work with this population.
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