Inclusion Illusion: Questioning the Inclusiveness of Integrated Physical Education 2019 National Association for Kinesiology in Higher Education Hally Beth Poindexter Young Scholar Address

• Published in: Quest (National Association for Kinesiology in Higher Education) Vol. 71; no. 4; pp. 387 - 397
• Main Author: Haegele, Justin A.
• Format: Journal Article
• Language: English
• Published: Routledge 02.10.2019
• Subjects: Placement; special education; students with disabilities; visual impairment; social justice
• ISSN: 0033-6297; 1543-2750
• DOI: 10.1080/00336297.2019.1602547

Globally, integrated school placements as well as inclusion as an education philosophy have emerged as influential trends in education over the past 30 years. Although used interchangeably at times, inclusion and integration are distinct. Confusion about inclusion and integration can lead to mixed messages, which oftentimes affect the education of students with disabilities in school-based physical education. The purposes of this article are twofold. First, the author will provide a brief narrative to clarify the distinction between inclusion as a philosophy and integration as a placement. Second, the author will examine whether empirical data support integrated physical education placements as being inclusive. Existing literature examining the embodied perspectives of students with disabilities, as well as previously unpublished non-fiction reflections from one man with a visual impairment, are utilized to guide the conversation about whether integrated physical education settings are providing inclusive experiences.