Too Disabled? Teacher Discourses on Physical Education Participation by Severely Disabled Students

• In Event: Roundtable Session 3
  In Roundtable Session: Engaging and Reconceptualizing Pedagogical Frameworks

Abstract

Special education (SPED) is legally defined as "specially designed instruction, at no cost to parents… and instruction in physical education". This definition demonstrates the importance of Physical Education (PE) to all students with disabilities and inscribes PE as an essential element of SPED. To understand issues related to teaching PE to those students, we conducted a microethnographic case study involving teacher interviews and participant observations in a PK-12 school for students with severally disabling conditions. Results showed that although PE is a presumptive component of SPED, it is often not planned for explicitly and SPED teachers, not trained in PE, are expected to provide it. Discussion raises ethical, epistemological, and pedagogical questions about educational access and participation by such students.

Authors

• Kagendo Mutua, The University of Alabama

• Oleg A Sinelnikov, University of Alabama

• Jane Newman, University of Alabama