Fifteenth International Conference on Sport & Society

Abstract

James I. Charlton, in his 2000 text, Nothing About Us Without Us, argues that policy and programs for individuals with disabilities should not exist without input and participation of the population. I agree especially for teaching physical education. Few if any teacher preparation programs actively recruit individuals with physical disabilities to teach. If Charlton is correct, would it also not be logical to prepare the population to be role models, educators, and even coaches? At the same time, the concept would mean that school programs throughout the Western world would by necessity need better inclusive policies and programs for the population in physical education and sport. Most future abled-bodied physical educators had positive experiences participating in school sport. All of which, unfortunately, is not true for those with physical disabilities. Our present practices limit opportunities especially since abled-bodied physical educators feel inhibited by their education, their resources, and even by their attitudes. What would happen if we revisited our own perspectives about inclusion of the population in our policies and programs for teacher preparation? Thus, the purpose of this paper is threefold: 1) to discuss pre-service teacher preparation for engaging students with physical disabilities in physical education, 2) to examine the importance of role modeling, environment, and education to create a positive experience for students with physical disabilities and able-bodied students in physical education, and 3) to provide solutions on how to include students with physical disabilities in physical education classrooms.