European Journal of Adapted Physical Activity 17, 8 (2024) | DOI: 10.5507/euj.2024.005

Navigating middle school physical education with a physical disability: Personal experiences and challenges

Candace Brink1, Martin Block2
1 West Virginia University, USA
2 University of Virginia, USA

This study uses a social justice model, to explore the lived experiences of people with physical disabilities during their general physical education classes in middle school. In this qualitative study, the authors conducted semi-structured interviews with 10 participants to develop themes from participants’ experiences through a social justice lens (equality, equity, participation, justice). Description and narrative are presented from the five central themes that developed from the interviews: a.) favouritism of athletes; b.) did not ask my opinion; c.) treated me like I had an intellectual disability; d.) did not know how to deal with me; e.) no equipment/rules modifications. These results support prior research indicating little has changed in the past few decades. The approach used in this research adds to previous literature by looking at experiences through a new lens, and the potential to address these findings in future research to support and accommodate students with physical disabilities in general physical education.

Keywords: social justice; inclusion; achondroplasia dwarfism; cerebral palsy; phenomenological

Received: June 24, 2023; Revised: March 2, 2024; Accepted: April 17, 2024; Published online: September 23, 2024  Show citation

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Brink, C., & Block, M. (2024). Navigating middle school physical education with a physical disability: Personal experiences and challenges. European Journal of Adapted Physical Activity, 17, Article 8. https://doi.org/10.5507/euj.2024.005
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