Beyond adaptive practices: physical education for all

Abstract

Legislation and policy internationally are underpinned by the expectation that educators remove barriers to learning, emphasize inclusion, and improve access for all learners. Extensive investment has provided support to assist teachers to adopt inclusive education approaches. And yet, as evidenced in international literature, the lived experiences of many young people in physical education (PE) classes, and particularly those who are identified, or who self-identify, as in need of special support, indicate that PE is anything but inclusive and equitable, and may in many cases result in learning outcomes counter to what is desired. We contend that, while much of the rhetoric of PE speaks to inclusion, institutional systems, the traditional framing of PE as curriculum policy, ‘classroom’ practice’, professional development offerings, and how research publications and or guidelines present PE leads to diagnostically driven and deficit-focused adaptative PE offerings for students in need of support. Moreover, PE as it is often presented curtails opportunities for equitable outcomes and inclusive approaches, and instead has the potential to reinforce and perpetuate ableist agendas. Accordingly, we argue that the adoption of a Universal Design for Learning approach that aims for ‘education for all’ by designing flexible curriculum that is focused on learner-centred, barrier-free education, is a vital step toward a more equitable, engaging, meaningful, and relevant PE experience. The foundational principles using this approach are that difference is valued, celebrated, and accounted for in all aspects of education. Implementing such a change requires that normative assumptions and practices are challenged by re-evaluating definitions of (physical) educational success and considering how teachers/schools can transcend traditional curriculum programmes to better meet the needs of all learners. We conclude with a call for a transformative shift in PE programming and practices to ensure that every student has the opportunity to reap the benefits of PE.