Fifteenth International Conference on Sport & Society

Abstract

In the United States, the pre-service teaching curriculum to include students with physical disabilities is limited. Few states expect more than a minimum of one class in disability which directly limits resources for collegiate preparation programs to offer more than one class. The result affects attitudes, knowledge, and inclusive practices to include the population. For example, an Idaho teaching certification only mandates one class, and the curriculum is usually focused on studying three US laws for inclusion of people with physical disabilities: the Rehabilitation Act, The Americans with Disabilities Act, and the Individuals with Disabilities Education Act. If time permits preservice students may intern with present teachers in programs fostered under the same system. Sadly, because of the law-driven curriculum two things occur: students with physical disabilities are not physically literate and, in some districts, administrators find loopholes to exclude. A student in a wheelchair is pushed around the gym by an aide while the abled-bodied students play soccer. Or the student in the wheelchair is a referee but does not actively play. What if there was a different approach to addressing inclusion for preservice teachers? The purpose of this study is threefold: 1) to examine barriers that affect attitudes and competency, 2) to discuss viewing the total curriculum in an inclusive light, and 3) provide a solution of perspective taking and how it changes the pre-service curriculum and experience to fully include.