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The Paralympics: An Education Opportunity for All . Ron Davis, Texas Women’s University Catherine Kearns, Main. St. School, Exeter, NH Michelle Grenier, University of New Hampshire. Northeast Passage ’ s Athlete Development Center at the Univ. of New Hampshire.
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The Paralympics: An Education Opportunity for All • Ron Davis, Texas Women’s University • Catherine Kearns, Main. St. School, Exeter, NH • Michelle Grenier, University of New Hampshire
Northeast Passage’sAthlete Development Centerat the Univ. of New Hampshire • Provide Student Athletes the facilities and support to train at a high level. • Provide Student Athletes the opportunity for a great education at UNH. • Without having to sacrifice one for the other. • Northeast Passage
Why you think disability sports are important? Hehir (2007) states, “Society's pervasive negative attitude about disability—which I termableism—often makes the world un-welcoming and inaccessible for people with disabilities “ (p. 9).
Undergraduate response I believe disability sport is a great way to bring different aspects into a physical education classroom. For the student, it makes them feel like they are participating fully instead of having to modify other games so they can be included. Disability sport can also help students who are not disabled. It can show them a point of view they have never had on peers that have disabilities.
Teaching Disability Sports Fitzgerald and Kirk (2009) outlined some of the primary concerns when using disability sports as an avenue for change. Because having a disability is often associated with a deficit perspective, by default then, disability sports must be a lesser form of sport.
Disability Sports-yes/no??? “There remain important questions unanswered about how disability sports are used within physical education, how they are valued by young disabled people and others around them, and what this all means for the ways in which disability, more generally is understood” (p. 94).
Million dollar question…. Would you include disability sports in your curriculum even if there weren’t disabled students?
Emphasizing the abilities of individuals is believed to produce “positive, sensitive, and practical [inclusive sport and leisure] outcomes” for participants (Little, 1990, p. 7 as cited in Wilhite, Mushett, Goldenberg and Trader, 1997) Understanding the ways in which teachers enrich the classroom community offers a perspective that moves beyond the functions of adaptation and accommodation. One way to accomplish that is through the ability lens.
Case #1Cultural capital gained through participationin disability sports
Teacher’s perspective I really did think it [disability sports] was going to be lame because it is not able-bodied and not real; it is non-traditional and for disabled people. I thought it was going to be slow, not exciting and no fun…I thought there was going to be a lot of griping and whining. These kids, after hearing from the classes they had this week, were very excited about playing.
Case #2. Strong Philosophy of the Physical Education Teacher “[Mr. O’Dourn] is not so much for the Jocks being really good.” ( 6th grade student) “Mr. O’Dourn already does that.” ( 6th grade Student, pertaining to the modification of rules)
Recognition of Disability Experience “You know that both of us can do the same thing, just in different ways.” (Quote from 8th grade student) “When you actually get to experience the sports they play it makes you understand what they have to overcome.” (Quote from 8th grade student)
Increase Knowledge of Paralympics “The Paralympics means parallel to the Olympics.” (Quote from 8th Grade Student) “The Paralympics are for people with physical disabilities.” (Quote from 8th grade student)
Case #3: Challenging Sporting Experience “it’s really hard to get around without using your legs because you really have to rely on your upper body strength and it’s really hard to move around.” (student) “…goal ball was kind of scary and like uncomfortable also because you don’t know what the ball…when the ball is coming and where.” (student)
Emphasized the “dis” in disabled • “We got to feel how people with disabilities would feel if they’re playing sports • “We can just get up and go away after that but I think it would be really hard for people that have to live that way for their whole life.” • “We have the chance to go back to our class everyday with being able to see or being able walk.” • ”It’s fun to try it but not to do it your whole life.”
Lack of connection to their lives • Sports are only for them… • “They can participate in some sports, like the sports that are meant for them.” • “If you don’t have a leg it’s gonna really be hard for you to play soccer…unless you play disability sports.” • “Yeah, they don’t play the way we play because of what…what disability they have…”
Recommendations Teachers should consider the nature of their classrooms and how selected curricula informs students’ perceptions towards individuals with disabilities. Use of the Paralympics and disability sports as a tool for examining what it means to be disabled and still lead a “normal” life that includes physical activity. Further research is needed on how ability is constructed and enacted within the schools.
Further Recommendations • Teachers play two roles as both GPE/APE teachers • Exit strategies for sports participation • Resource and knowledge of extra-curricular sports within the local community
Questions to consider Would you implement the disability sports unit as a separate unit or integrate it in with other units (ex. sit volleyball in volleyball unit)? What grade level do you feel would benefit the most from disability sports?
Case study A high school student has a disability as defined by Section 504 due to a hearing impairment. The student is interested in running track for the school team. He is especially interested in the sprinting events such as the 100 and 200 meter dashes. At the tryouts for the track team, the start of each race was signaled by the coach’s assistant using a visual cue, and the student’s speed was fast enough to qualify him for the team in those events. After the student makes the team, the coach also signals the start of races during practice with the same visual cue. Before the first scheduled meet, the student asks the district that a visual cue be used at the meet simultaneously when the starter pistol sounds to alert him to the start of the race. Two neighboring districts use a visual cue as an alternative start in their track and field meets. Those districts report that their runners easily adjusted to the visual cue and did not complain about being distracted by the use of the visual cue.
Part II After conducting an individualized inquiry and determining that the modification is necessary for the student to compete at meets, the district nevertheless refuses the student’s request because the district is concerned that the use of a visual cue may distract other runners and trigger complaints once the track season begins. The coach tells the student that although he may practice with the team, he will not be allowed to participate in meets.
After the disability sports unit, students in the fifth grade continued to describe the term disability as atypical; however statements were populated with phrases that suggested some similarities between individuals with and without disabilities. As one student noted: “Yeah, I used to think disabled people were a little bit disadvantaged but now that I have played some of the sports, I think they are just like you and I” (fifth).
While both fourth and fifth-graders felt that individuals with disabilities could participate and actually be good at sports, post interviews with the fifth-graders revealed an association between being good at something through practice and dedication. … I think people with disabilities can be good at sports. If you watch the Paralympics, which I never knew about until now, you can see how people have done these things. It is just amazing…skiing and sled hockey. It is just amazing watching them (fifth). “… if they practice hard enough, they can do things very well”(fifth).
Conclusion • The curriculum enabled the fifth graders to view individuals with and without disabilities as complimentary entities, rendering a more accurate picture of disability. Moreover, the present study elucidated how beliefs about disability represent different points in one’s learning, as evidenced in both the teachers and the students.
