The objective of this study was to analyse the barriers and facilitators that students with disabilities encounter in Physical Education and sports in Chile, Colombia, Spain and Peru. An exploratory, correlational and cross-sectional study was designed, involving 362 children and adolescents with disabilities from Chile (41.1%), Colombia (14.6%), Spain (11.6%) and Peru (32.5%), who completed the questionnaire "Barriers and Facilitators of Sports in Children with Physical Disabilities" (BaFSCH) in its Spanish-translated version. Concerning the results, 72.7% practice physical activity at school, with a higher tendency in Colombia (88.7% chi 2 2 = 11.17, p = .02), where 72.0% participate in Physical Education classes while 38% practice physical activity and sports workshops. The main facilitators of inclusion are parents and guardians, along with friends in the school environment, while barriers are associated with accidents or falls and/or their disability and/or impairment. Additionally, biological sex (OR = 1.893, IC = 1.19-3.00, p = .007) is associated with being a facilitator for physical activity, whereas having an intellectual disability (OR = .437, IC = .20- .94, p = .03) and a physical disability (OR = .298, IC = .15-.58, p = .0002) are associated with barriers to inclusion. This research revealed that Physical Education classes are fundamental for engaging in physical activity within the educational setting for children and adolescents with disabilities, as well as the environment, which acts as a protective factor at the environmental level.