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Background and purpose: The purpose of this research was to present a model of institutionalization of
physical-sports activities in disabled students with special needs.
Method: The research method was qualitative and based on the grandedtheory (Strauss and Corbin approach).
The philosophical basis of the research was interpretive and based on the inductive approach.The participants in
the research included specialists in the field of student, general, disabled and exceptional sports, such as physical
education and education specialists with sports management, sports physiology, sports pathology, movement
behavior, educational management, and educational sciences, and all of them were aware of the research topic.
The method was purposeful and based on a theoretical approach. Sampling adequacy criterion was theoretical
saturation of data and based on this, 16 semi-structured and exploratory interviews were conducted.In order to audit
the research and reliability, the criteria of acceptability, believability (Scott's method), transferability and verifiability
(method of analysis of research members) were used, and for reliability, the interview retest method was used.
Findings: The results of data analysis were separated during 3 stages of open coding, central coding and
selective coding, and the research findings in the framework of the paradigm model include the main categories
of contextual factors such as the effectiveness of the educational-sports content of disabled children with special
needs and the development of their motor literacy, conditions causal, transformational in the physical education
of disabled students with special needs and promotion of a health-oriented perspective, intervening factors
such as synergy with the approach of improving sports performance of these children and challenges facing the
institutionalization of physical-sports activities, strategies such as development and design of sports and urban
spaces for the disabled, rehabilitation of disabled students with special needs and development of extra programs
educational-sports and finally consequences such as social-sports empowerment were identified.
Conclusion: Based on the results of the current research, things such as the realization of citizenship rights
with the right to health, sports and education of rehabilitated students, creating a sense of sportsmanship in the
intellectual portfolio of students and parents, promoting and teaching integrated and inclusive sports activities,
rehabilitating of these students by setting up centers corrective movements and movement therapy clubs,
development of movement literacy of these students by promoting basic skills in the form of games, attracting
and distributing funds and necessary credits fairly, designing and building for Urban and sports space, taking into
account the physical and mental conditions of special needs and rehabilitative students. It is suggested.
 

Keywords: Comprehensive education, institutionalization, movement literacy, physical-sportsactivities, special needs

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