Advocating for Physical Education and Extracurricular Opportunities for Students With Disabilities

Abstract

Physical educators, including adapted physical educators, are often called upon to advocate for their students with disabilities, their physical education programs, or themselves to affect change in practice or a student’s Individualized Education Program. These advocacy efforts are most effective when physical educators are knowledgeable about educational policies and legislative mandates, and how they can be applied to individual situations. This article provides key terms and reviews federal laws that impact physical education service delivery across the United States. Additionally, U.S. Department of Education policy letters and guidance documents from national organizations that support physical education and sport for students with disabilities are reviewed. Finally, the article presents common situations related to physical education along with resources stakeholders can use to address issues and advocate for physical education and extracurricular athletics for their students with disabilities.

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

M. Ally Keene

M. Ally Keene ([email protected]) is a doctoral candidate in the Department of Human Movement Sciences at Old Dominion University in Norfolk, VA.

Omar Sanchez

Omar Sanchez is a doctoral scholar in the Department of Human Sciences at The Ohio State University in Columbus, OH.

MacKenzie Pigg

MacKenzie Pigg is a doctoral scholar in the Department of Kinesiology at the University of Virginia in Charlottesville, VA.

Deborah Shapiro

Deborah Shapiro is a professor in the Department of Kinesiology and Health at Georgia State University in Atlanta, GA.

Suzanna Dillon

Suzanna Dillon is a professor in the School of Health Promotion and Kinesiology at Texas Women’s University in Denton, TX.