Adapted Volleyball, Social Belonging, and Inclusion: Experiences of Individuals with Intellectual Disabilities

Abstract

Self-Determination Theory posits that satisfying the three basic psychological needs of autonomy, competence, and relatedness is critical to individuals' learning and participation. In inclusive education, supporting these needs enables students not only to participate but also to develop a sense of belonging and meaningful attachment to the learning environment. This study examines how participation of students with intellectual disabilities in adapted sports activities in Türkiye's inclusive education context supports the construction of social connectedness, belonging, and interaction skills through autonomy, competence, and relatedness. An interpretative phenomenological analysis approach was used. Participants were ten individuals aged 18–40 with intellectual disabilities at varying levels of functioning and ten typically developing volunteers. Data were collected through audio recordings, semi-structured interviews, and reflective notes. Thematic analysis yielded four themes: (a) social bonds and experiences of reciprocal interaction, (b) construction of belonging and group adaptation, (c) strengthening social cohesion through communication, and (d) volunteers' emotional experiences and perceptions of inclusion. Adapted sports activities strengthen the social belonging and interaction of students with intellectual disabilities. This effect varies with individual support needs; genuine participation depends not on an adapted sports activity being offered, but on students feeling they belong and being supported in learning.