Inclusion, Exclusion, and Ableism among Disabled People within Physical Education

Opening up a new perspective on how we understand the experiences of disabled people in physical education, this book will prompt every researcher, student, and practitioner to rethink their work in adapted physical education or in disability sport for children and young people. This book is the first to explore the concepts of inclusion and exclusion as inter- and intra-subjective experiences in the context of physical education for disabled people, a paradigm shift in the study of disability and physical education. Presenting a conceptual foundation centered on meanings of disability and historical understanding of inclusion and exclusion, it introduces the reader to what inter- and intra-subjective experiences are, and scrutinizes practices commonly used by practitioners today. Aligning with anti-ableism ideologies, and the emerging 'nothing about us, without us' movement, this book opens up new ways of thinking about ableism, inclusion and exclusion in physical education, and discusses how to identify and understand 'inclusion porn' in physical education. This is essential reading for any trainee or in-service teacher, coach, practitioner, researcher, or advanced student with an interest in disability and physical education.

Justin A. Haegele is the Colgate Darden Endowed Professor, and Director of the Center of Movement, Health, & Disability, in the Department of Human Movement Studies and Special Education at Old Dominion University (Norfolk, Virginia). Broadly defined, his research focuses within the interdisciplinary field of adapted physical activity, with a primary interest in examining how disabled persons experience physical activity participation, including in school- based physical education. He is a Fellow with the International Federation of Adapted Physical activity, the Research Council of SHAPE, and the National Association for Kinesiology in Higher Education. He is the past-president of the North American Federation of Adapted Physical Activity, and serves as Editor-in-Chief of Adapted Physical Activity Quarterly. Anthony J. Maher is Director of Research and Professor of Special Educational Needs, Disability and Inclusion in the Carnegie School of Education at Leeds Beckett University (Leeds, UK). His research, consultancy, and teaching expertise relate to centering the experiences and amplifying the voices of pupils with special educational needs and disabilities (SEND). This is part of his commitment to trying to empower pupils with SEND, placing them at the center of decisions that impact their lives, and recognizing that they have expert knowledge because of their lived, embodied experiences. He is also committed to supporting key stakeholders in schools such as teachers, special educational needs coordinators, learning support assistants, educational psychologists, and senior leaders to provide valuable and meaningful experiences of education for pupils with SEND.

1 Introduction 2 Ableism in Physical Education 3 Inclusion as (Inter)subjective Experiences 4 Exclusion as Internalized Ableism and Psycho- Emotional Disablement 5 Understanding Inclusion Porn within Physical Education 6 Summary and Conclusions