Using Paralympic School Day and Sport Education Model to Increase Awareness and Inclusion of Students With Disabilities in Physical Education

Abstract

Inclusion of students with disabilities in general physical education (GPE) is largely reliant on teachers’ knowledge of disability and perceived competence to teach students with disabilities. The Paralympic School Day (PSD) is a field-tested educational model from the International Paralympic Committee consisting of activities that educate students and teaches about parasport, individual diversity, and disability challenges to raise awareness and understanding of individuals with disabilities. Similarly, the sport education model (SEM) can increase awareness and differentiate opportunities for students with disabilities to learn and engage in GPE. The PSD model in conjunction with SEM will help educate and enhance teacher’s competence to effectively implement inclusion in their GPE setting. This article will explain the PSD and SEM models and their alignment, outline strategies to incorporate PSD into a SEM season, and provide a sample disability sport unit plan incorporating PSD and SEM.

Additional information

Notes on contributors

Wellington De Luna

Wellington De Luna ([email protected]) is a PhD Student in Department of Kinesiology and Health at Georgia State University in Atlanta, GA.

Myung Ha Sur

Myung Ha Sur is a PhD Candidate in Department of Kinesiology and Health at Georgia State University in Atlanta, GA.

Deborah R. Shapiro

Deborah R. Shapiro is a Professor in the Department of Kinesiology and Health at Georgia State University in Atlanta, GA.