The Experiences of Disabled People in Physical Education

Reimagining Pedagogy through First-Person Accounts
1. Auflage 2025
ISBN: 978-1-032-41656-4
Verlag: Taylor & Francis Ltd (Sales)

Buch, Englisch, 170 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 417 g

Bringing together a set of first-person accounts of physical education from the perspectives of disabled children and adults, this book puts disabled people’s voices in the foreground.

The book provides a rich set of case study material that deepens our understanding of the experiences of disabled people and challenges students, researchers, and practitioners to reflect critically upon their own positionality. The first part of the book discusses the ways in which disability has been conceptualized, how the voices of disabled people have sometimes been marginalized, and how nondisability power has historically framed the narratives of disabled people in physical education literature. It also discusses the innovative methods used in this book—such as storytelling through recorded conversations and drawings in addition to more traditional chapter writing—to empower disabled children and adults to act as authors of their own stories. Then the book presents the stories themselves in a variety of written, narrative, and alternative formats, a series of authentic accounts of the lived experiences of disabled people in physical education. Finally, the book concludes with the editors’ final thoughts and reflections about this collection of stories that can be used in the classroom to foster dialogue and encourage critical thinking. Importantly, these prompts have been co-constructed between the editors and the disabled people themselves.

This book is essential reading for any course in adapted physical education, physical education, or disability, for any pre- or in-service teacher, instructor, or coach working with disabled people, and for people who experience disability or their families with an interest in education, physical activity, or methods for elevating the voices of disabled people.

Zielgruppe

Postgraduate and Undergraduate Advanced

Autoren/Hrsg.

Wilson, Wesley J

Haegele, Justin A

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Freizeitsoziologie, Konsumsoziologie, Alltagssoziologie, Populärkultur
• Sozialwissenschaften Sport | Tourismus | Freizeit Sport Behindertensport
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Sport (Unterricht & Didaktik)

Inhaltsverzeichnis

1. Case-Based Learning and the Physical Education of Disabled Students. 2. Our Methodology for Case-Based Learning and Strategies for Reader Engagement. 3. "I Loved Sports and Physical Activity, but I Hated Physical Education": Lindsay’s Story. 4. Titanium Strides: Conquering Able-Bodied Physical Education with a Prosthetic Leg. 5. The Search for a Medal. 6. The Difference between Mainstream (Inclusive) and Adaptive (Self-Contained) Physical Education Classes. 7. The Empty Promise of "You Can Do Anything". 8. Account of My PE Experiences. 9. Too Loud and Sitting Out. 10. "It’s Not Really an Activity … That’s Just Having a Beach Ball". 11. A Physical Education Story about Best Friends. 12. The Physical Education Experience through the Eyes of a Teacher with a Disability. 13. An Interview about PE with Carson Jones. 14. Pushing Past Expectations. 15. Autism in the Locker Room. 16. PE and Sports Are Awesome!. 17. Fitness with Fun and Friends. 18. Sports as a Bridge to Success in Life. 19. "I Realize How Utterly Absurd My PE Experience Was". 20. Peer Tutors Are PE Friends. 21. "Forced Inclusion": Inclusion Looks Different for Everyone. 22. Our Reflections and Concluding Thoughts.

Über Autor(innen)

Wesley J. Wilson is an Assistant Professor in the Department of Health and Kinesiology at the University of Illinois Urbana–Champaign, USA. Wilson’s research interests focus on the storytelling of the lived experiences of physical education professionals and the disabled youth who receive such services. He has served as the director of Project ISAACC and codirector of Project REACH-SLP, two adapted physical education and speech-language pathology training grants. Wilson is also a codirector of Project CAPER and trains adapted physical activity doctoral scholars through an interuniversity partnership.

Justin A. Haegele is the Colgate Darden Endowed Professor as well as the Director of the Center for Movement, Health, and Disability in the Department of Human Movement Studies and Special Education at Old Dominion University, USA. Contextualized within the interdisciplinary field of adapted physical activity, his primary research interests center on exploring how disabled individuals experience physical activity participation, including within school-based physical education contexts. Haegele is the Director of Project CAPER and a codirector of the MAMC, two adapted physical activity training collaboratives. He is also the immediate past president of the North American Federation of Adapted Physical Activity and the editor-in-chief for the peer-reviewed publication Adapted Physical Activity Quarterly.