Physical education (PE) is an important arena for participation, belonging and inclusion. However, participating in PE does not necessarily mean that pupils feel included. Although inclusive education is a central ambition in Norway, its implementation remains challenging. These challenges may be particularly relevant in rural schools, where access to resources and professional support can be limited. Furthermore, people with intellectual disability (ID) remain underrepresented in research, and their experiences are often explored through the perspectives of others rather than their own. We therefore know relatively little about how pupils with ID experience PE in Norwegian schools, particularly in rural areas.

This doctoral project aims to develop a deeper understanding of the experiences and perspectives of pupils with ID in PE in integrated school settings in rural Trøndelag, Norway. The project places pupils’ own voices at the centre of the research and explores how they experience PE, including participation, belonging, and feelings of inclusion. It also seeks to develop accessible and participatory ways of conducting research with pupils with ID, recognising that experiences and emotions may be difficult to express through spoken language alone.

The project began with two methodological reviews examining qualitative data collection with people with ID and the application of creative methods in research with this population. The findings inform the empirical study, which adopts a participatory, multi-method and multi-perspective approach. The planned fieldwork will involve approximately 8–10 pupils in grades 1–10 who attend regular schools in a rural community in Trøndelag and participate in PE. Additional perspectives will be gathered from people close to the pupils, such as family members, support persons and school staff, where appropriate. Their contributions will complement, rather than replace, the pupils’ own accounts.

A central participatory feature of the study is that pupils will be invited to choose how they wish to express their experiences. Through a creative workshop, they will explore different materials and activities, such as photography, drawing, painting, collage, modelling and other forms of creative expression. Each pupil can select the approach that best suits their preferences and communication needs. The resulting photographs or other creative materials will serve as starting points for individual or paired semi-structured interviews, allowing pupils to explain what their creations mean to them and to share experiences, feelings and situations they consider important in PE. Observations in everyday settings will provide additional contextual information, including interactions and forms of communication that may not emerge through interviews alone.

The research process will be flexible and responsive to each pupil’s needs, preferences and choices. Time will be dedicated to building trust and familiarity before formal data collection begins. Accessible information, visual support and individual adaptations will be used where appropriate, and participation will remain voluntary throughout the study. Ethical considerations, including informed consent, privacy, ownership of creative materials and ongoing researcher reflexivity, will be addressed throughout the research process. A participatory approach will also be developed through collaboration with an advisory group of adults with ID, who will contribute to discussions about accessibility, materials and research procedures.

Dissemination is an important part of the project and follows the principles of photovoice methodology. The aim is not only to document and communicate the pupils’ experiences in academic context, but also to share the findings with people whom the pupils consider important to reach. Where possible, pupils will be invited to contribute to decisions about how their experiences and the findings are presented and shared. This approach seeks to create opportunities for dialogue, raise awareness of pupils’ perspectives and support reflection on how participation and inclusion in PE can be improved.

Ultimately, the project seeks both to generate knowledge about how pupils with ID experience PE in rural Norwegian schools and to contribute to methodological development in inclusive research. By combining creative expression, interviews and observations while prioritising pupils’ perspectives, the study aims to create meaningful opportunities for participation and to make experiences that might otherwise remain unheard more visible.
 

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