全纳式体育包含四个领域:与残疾相关的知识和课程、教师态度、职前教师教育和对物理素养的多元视角的重新理解(Barber, 2016)。特别是在体育教学中，教师通过观察学生的运动技能来了解学生，从而确定功能性运动能力的原则是非常重要的(Dugas and Point, 2014)。由于体育的物理性质，教师需要的基本知识，超出学生的医疗报告，以创造一个包容性的氛围，尽可能最好的。一旦掌握了这些初步的知识，就有人建议教师在考虑规划时应注重在场、参与和表现(Mda.org, 2017)。这是教师关注的重点，关注如何确保学生接触体育，可以做哪些区分领域，学生想要达到什么。它有助于分解体育课的各个方面，使计划进入各个阶段(肌营养不良，2016)。规划需要包括额外的变化时间，设计适应的资源，学生的分组，设备和评估过程(Rouse, 2009)。纳入范围的使用(Stephenson和Black, 1999)在考虑修改课程以纳入时很有帮助(见附录3)。“开放活动”是所有儿童参与的最具包容性的活动，其次是“修改活动”，其中对有特殊教育需求的学生进行了细微的更改(SEN)。“平行活动”是根据能力分组的开放活动，“单独”或“替代”活动可以提供个性化的体育活动，最后“残疾运动”是一体化的对立面，整个班级都参加残疾运动(Black and Stephenson, 2011)。在每个阶段，在包含范围内，步骤框架可以帮助决策，以确保适当地执行包含(Haskins, 2005)。STEPS框架是为了适应任务的空间、任务、设备和人员以及任务的速度而创建的助记符，以增加包容性实践的水平(Haskins, 2005)。另一种与包含谱相关的方法(Black and Stephenson, 2011)是使用教学风格。根据Rich(2000)的研究，“直接”的教学方法在教授受益于结构的SEN学生时非常有用。“间接”教学行为被认为对“高功能”有特殊需求的学生或有特殊需求的学生学习基本的运动技能或学习技能是有用的。在评估哪种方式对患有神经肌肉疾病的学生有效时，评估他们的需要是很重要的。
Fully inclusive PE encompasses four areas: knowledge and curricula related to a disability, teacher attitudes, pre-service teacher education and reframing understandings of multiple perspectives on physical literacy (Barber, 2016). In particular, in PE it is important for teachers to know the student through observation of their motor skills during practice in order to identify the principles of the functional motion capabilities (Dugas and Point, 2014). Due to the physical nature of PE, teachers need essential knowledge that goes beyond the student’s medical report in order to create an inclusive atmosphere as best as possible. Once this initial knowledge has been learned it has been suggested that teachers focus on presence, participation, and performance when thinking about planning (Mda.org, 2017). This is where the teacher focuses on focus on how to ensure the pupils accesses PE, what areas of differentiation can be made and what the pupil wants to achieve.It is helpful to break down all aspects of the PE lesson so that planning goes into all stages (Muscular Dystrophy, 2016). Planning needs to include extra changing time, devising adapted resources, the grouping of the students, equipment and the assessment process (Rouse, 2009). The use of the Inclusion Spectrum (Stephenson and Black, 1999) is helpful when looking at modifying lessons for inclusion (see appendix 3). ‘Open activities’ are the most inclusive where any child participate, followed by ‘modified activities’ where subtle changes are made to include pupils with Special Educational Needs (SEN). ‘Parallel activities’ are open activities which are organised into groups according to ability, ‘separate’ or ‘alternative’ activities can provide individualised PE and finally ‘disability sport’ is the opposite to integration, where the whole class participates in disability sports (Black and Stephenson, 2011). Within each stage, on the inclusion spectrum, the STEPS framework can aid in decision making to ensure inclusion is appropriately executed (Haskins, 2005). The STEPS framework is a mnemonic created in order to adapt the space, task, equipment and people and speed of a task, to increase the level of inclusive practice (Haskins, 2005). Another method that links to the Inclusion Spectrum (Black and Stephenson, 2011) is the use of teaching styles. According to Rich (2000), ‘direct’ teaching approaches are useful in teaching students with SEN who benefit from structure. ‘Indirect’ teaching behaviours are said to be useful for “high functioning” students with SEN or students with SEN “learning basic motor skills, or learning skills. In terms of assessing which style is effective for pupils with the neuromuscular condition, it is important to assess their needs.