Abstract
After consultation with experts in the fields of special education and human services, person-first language was used for this project over identity-first language. Through intentional pedagogical design, a group of sport management students had an opportunity to participate with a group of adults with intellectual disabilities in a structured setting in the fall of 2018. A case study analysis was conducted to examine the impact of the experience on the sport management students. The project was embedded within an upper-level, undergraduate sport sociology course. It was structured to include direct instruction on sociological barriers to participation and historical marginalization of populations with disabilities from sport. Class activities to reinforce important concept were grounded in the theory of Zone of Proximal Development, and the Zone of Proximal Development was applied by the sport management students in their creation of the interactive sport experiences. At the end of the activities, the students were asked to critically reflect upon their experience specifically related to their understanding of the people with intellectual disabilities in sport. The data was be collected, triangulated, and analyzed with respect to the concept of the “other.” The results of the case study provide insights for sport management faculty in exposing future sport professionals to diverse populations.
Digital Media
This presenter hasn’t added media.
Request media and follow this presentation.
