‘Oos sensei! Oos sempai!’: a karate school and lessons on inclusion

Abstract

Based on the findings of a qualitative case study, this paper describes how a karate school within a community came naturally to include students with disabilities. Data for this study were collected through in‐depth interviews with the Sensei or head instructor of the school and participant observations. Findings indicate that the Sensei’s ability to challenge dominant constructions of disability, his focus on the ‘competence’ of his students, and his perspectives on teaching played an important role in creating a community that was welcoming of all students. The findings have implications for furthering one’s understanding of the ‘sociology of acceptance’, and for the current efforts to redefine teacher preparation within the context of a shifting paradigm.