The golden summer of sport is now over, but what is the legacy of London 2012 for disabled people? Nadia Ahmed, a disabled student, discusses the difficulties she has faced in finding accessible accommodation in London. She argues that while the Games are over, the United Kingdom still has lots of hurdles to leap when it comes to disability. The…

This article takes a phenomenological approach to understanding embodiment in relation to teaching and learning taking place in movement contexts. Recently a number of studies have pointed to the potential that phenomenology has to understand the meanings and experiences of moving subjects. By presenting two examples of our own work on embodied…

There has been little critical exploration of the ethical issues that arise in professional practice common to adapted physical activity. We cannot avoid moral issues as we inevitably will act in ways that will negatively affect the well-being of others. We will make choices, which in our efforts to support others, may hurt by violating dignity or…

This article pulls together some of the history and evolution of fitness test development and its current status. Suggested new directions for the American Alliance for Health, Physical Education, Recreation, and Dance include having a tightly woven philosophy of regard and consideration for the disabled. (MT)

Individualized Education Programs (I.E.P.s), as specified by PL 94-142, attempt to guarantee that a person's past, present, and future needs are accounted for in their education. The author argues that persons responsible for I.E.P.s could profit from a developmental perspective. (MT)

A strong preference within IDEA (the Individuals with Disabilities Education Act) is that children with disabilities are educated in neighborhood schools and general education classrooms (including physical education) whenever appropriate. Consequently, the general physical education class should be considered as the first physical education…

The myth that the handicapped person participating in sports is inferior and different from the "normal" athlete is contrasted with the reality that the qualitative performance of the handicapped individual may equal or surpass the other athlete. (JMF)

This article presents a plea to include disabled children in physical education programs and discusses appropriate programing within the context of British Columbia's new guide, "Physical Education: Primary to Graduation Curriculum/Assessment Learning Guide." (DB)

This article outlines the significant influences on the evolution and status of physical education and sport for disabled individuals. Topics include legislative mandates, adapted physical education, professional preparation in adapted physical education, the changing role of the physical education specialist, disabled sport, and research…

The social, emotional, and physical benefits of physical education activities for mainstreamed students with special needs are discussed. Success or failure in physical activity is a sensitive issue which affects attitude. The mainstreamed child must gain a sense of belonging without experiencing failure. Suggestions for structuring a program are…

Both P.L. 94-142 (Education for All Handicapped Children Act) and P.L. 93-113 (Section 504 of the Rehabilitation Act of 1973) require students with handicapping conditions to have opportunities in extracurricular activities including interscholastic sports. The key consideration in the laws' requirements is equal opportunity, not equal treatment.…

This article seeks to inform physical educators of a variety of teaching considerations when engaging a student with a cochlear implant in a physical education class. It provides the general physical educator with: (1) background information including statistics; (2) a general device description with safety precautions for the student with a…

This article shares some current thoughts, actions, and plans to foster physical activity among Canadians with disabilities. Topics include mainstreaming physically disabled students, impact of the Jasper Talks Symposium, a national action plan (Blueprint for Action), and recent initiatives that reflect Canadian commitment to adapted physical…

This paper addresses the need for athletic programming adapted for students with disabilities at the college level, impediments to the development of such programs, and the actions required to stimulate program development. The paper examines the impact of athletics on overall life quality, the need for generalist coaches to provide these services…

The majority of handicapped students can and should be integrated into the regular physical education program. Children who exhibit severe motor impairment should be placed in specialized programs. Segregated programs should develop sufficient levels of skill so that the child can be integrated into the regular program. (JN)