This book presents research on disabled children and young people in sport, physical activity and physical education settings using empirical data gathered either with or from disabled children and young people, centring their experiences and amplifying their voices, while decentralising non-disabled voices in research about them.
Much of the albeit limited research relating to disabled children and young people in sport, physical activity and physical education settings is from the perspective of teachers, school leaders, coaches, support assistants and special educational needs coordinators. While this research has undoubtedly contributed to developing a rich tapestry of knowledge about disability and sport, physical activity and physical education, the views and experiences of disabled children and young people are conspicuous by their absence. Thus, in this book, contributors showcase research that centres on the experiences and amplifies the voices of disabled children and young people. When reading these articles, readers are encouraged to reflexively consider the ways and extent to which their own research and practice endeavours to include, empower, and emancipate disabled children and young people. Contributors hope that this book will encourage sport, physical activity and physical education scholars, especially those who ‘do not research disability’, to consider the significance of including disabled people as active participants in more general research studies.
This book will be an essential reading for those who want to learn more about involving disabled children and young people in research, centring their experiences, and amplifying their voices in sport, physical activity and physical education as part of the multi-stakeholder approach advocated by Vickerman and Maher (2018). It was originally published as a special issue of Sport, Education and Society.
Introduction: Disabled children and young people in sport, physical activity and physical education 1. Voice, vlogs and visibility: the experiences of young people with SEND engaging in the school games 2. Sport, disability and (inclusive) education: critical insights and understandings from the Playdagogy programme 3. ‘Everyone’s just like, they’re fine, and when in reality, are we?’ Stories about recess from children experiencing disability 4. Students’ experiences of paraeducator support in inclusive physical education: helping or hindering? 5. Yes, I have a disability. Does it prevent me from being a PE teacher? A qualitative approach from the point of view of future PE teachers and their families 6. Teaching inclusive physical education for students with disabilities: reinvigorating in-service teacher education in Sri Lanka
Anthony J. Maher in Director of Research and Professor of Special Educational Needs, Disability and Inclusion at Leeds Beckett University, UK. Justin A. Haegele is the Colgate Darden Endowed Professor in the Department of Human Movement Studies and Special Education at Old Dominion University, US.
