Inclusive Language in Adapted Physical Education: Linking Disability Discourse from Theory to Practice.

Richardson, Emma ORCID: https://orcid.org/0000-0001-7409-778X, Foster, Rebecca and Martin, Louise (2021) Inclusive Language in Adapted Physical Education: Linking Disability Discourse from Theory to Practice. In: Physical Education and Sport for Children and Youth with Special Needs: Researches - Best Practices - Situation. Fédération Internationale d'Education Physique, Bratislava, Slovakia, pp. 455-464. ISBN 978-80-89075-99-7

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Abstract

For many teachers engaging in adapted physical education (APE), there is a genuine fear regarding saying the wrong thing to disabled pupils. While much has been written regarding disability discourse, the link between scholarship and applied practice is lacking. Further, the ‘correct’ discourse to use is always changing leaving many teacher’s lacking in confidence and anxious about interacting with pupils. There are numerous frameworks that help APE teacher’s shape inclusive practice, however there is no such framework to help teacher’s shape inclusive discourse. In this chapter, we aimed to address this gap by discussing various concerns APE teachers may have regarding disability discourse, how various different terminologies shape meaning and understanding of disability, and provide a guidance framework to support teachers engagement in disability discourse in their practice. Our hope is that the information and practical guide herein will help teacher’s feel more informed, confident and supported when interacting with disabled pupils.

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