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

Bibliographic Data

ID21556895
AuthorsWellington De Luna (0000-0001-8106-4839, Georgia State University), Myung Ha Sur (0000-0003-3432-4620, Georgia State University), Deborah R Shapiro (0000-0002-5933-2638, Georgia State University)
Year2023
Volume94
Issue5
Pages5-15
Publication date2023-06-13
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Physical Education Recreation & Dance (JOURNAL)
Journal identifiersISSN: 0730-3084 • E-ISSN: 2168-3816
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/07303084.2023.2185327
OpenAlexW4376866953
LanguageEN
Citations received1
References cited12

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

Mathematics education · Medical education · Pedagogy · Physical education · Sociology · Disability Rights and Representation · Hearing Impairment and Communication · Inclusion and Disability in Education and Sport · Medicine · Psychology · Social Psychology

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