Negotiating the discursive spaces of inclusive education: narratives of experience from contemporary Physical Education

Abstract

Responding to calls about the urgent need to better understand young disabled people's experiences in the subject of Physical Education (PE), this paper adopts a narrative approach to explore how they experience and value teaching and learning in PE; when and how they feel in/excluded; and to ask 'what barriers/ facilitators are perceived to be of importance for their sense of in/exclusion?' Narratives structure and illuminate not only young people's own experiences and self-identities, but they also reveal insights about the socio-cultural locations they inhabit. When they are well told they can persuade us to revisit our taken-forgranted realities about disability and inclusive education. Analyses of a case study of stories from the discursive spaces of PE lessons reveal that the deep culture of schooling and the hegemonic 'truths' of PE, not least of performativity, often result in segregated and alienating experiences, in which the disabled student is defined as malfunctioning and lacking 'ability'.

Inclusive Sporting Events in Schools for Youth With Disabilities in Quebec

“…They add that a competitive atmosphere could in turn stigmatize youth with more severe disabilities who would naturally compare themselves to their fellow competitors. This is consistent with scientific evidence that has pointed out that gaps among physical capacities of youth with disabilities are an obstacle for their participation in physical activities and sports Goodwin et al, 2014;Svenby & Dowling, 2012).…”

SwingPingis ‒ An innovative and norm critical physical activity aid for everyone, everywhere

“…The children also reason about various health benefits. It can also result in a higher degree of PA and movement for the children and stimulate inclusion in activities with other children through the tool's norm breaking character (Berg Svendby & Dowling, 2012;Ring et al 2017). Teachers emphasize its usefulness and accessibility.…”

“…The Swedish National Institute of Public Health (2008) argues that much ill health can be associated with various determining factors such as lack of power, discrimination, and lack of availability. It is possible that a much greater inclusion of people with disabilities is required to deal with well-being and even health problems within this group of people, and it is important to start early in life (Berg Svendby & Dowling, 2012). Some may refer to in using the lack of resources in supporting children with disabilities, and thus reject support (Vickerman & Coates, 2009;Jerlinder, 2010).…”

Determinants of Participation in Sport and Physical Activity for Students with Disabilities According to Teachers and School-based Practitioners Specialized in Recreational and Competitive Physical Activity

“…Inclusive classrooms are sometimes problematic for the participation of students with disabilities. A competitive environment paired with a gap in the skills of students hinders participation in physical education (physical education) classes (Goodwin et al, 2014;Dowling et al, 2012;Svendby and Dowling, 2012;Docheff, 2011; Haycock and Smith, 2011). As such, activities in smaller groups are suggested since they reduce stigmatization (Hassan et al, 2012) and encourage participation (BelleyRanger, Duquette, Carbonneau & Roult, 2015).…”

“…In addition, the human and financial constraints that schools face complicate participation in sports for these students. However, beyond the difficulties schools face, adapting course content represents the greatest difficulty for physical educators (Hassan et al, 2012;Svendby and Dowling, 2012;Thaver and Lim, 2012;Docheff, 2011; Haycock and Smith, 2011). This difficulty is all the more worrisome when we know that adapted support has the power to motivate youth with disabilities to participate in PA, but also helps to overcome their disabilities and encourages them to participate in individual or group PA (Brittain, 2004; Bui-Xuan & Mikulovic, 2007).…”