Inclusion in sport: disability and participation
For the last couple of decades UNESCO has aimed to achieve to a
far extent the implementation of the guiding principle of inclusion
at all levels in education systems worldwide. The idea that countries
‘should ensure an inclusive education system at all levels’ is also a
central objective of the UN Convention on the Rights of Persons
with Disabilities. This Introduction to the Special Issue explores
what participation as an aspect of inclusion means in general,
and realistically can mean in sport and quality physical education
in particular. Sport is introduced as a context in which, unlike in
education, the individual choice of a sporting activity on a spectrum
ranging from separate activities for persons with disabilities to
modified activities designed for all makes it necessary to attribute
each approach equal importance and validity instead of discrediting
segregated structures and glorifying supposedly inclusive ones.
far extent the implementation of the guiding principle of inclusion
at all levels in education systems worldwide. The idea that countries
‘should ensure an inclusive education system at all levels’ is also a
central objective of the UN Convention on the Rights of Persons
with Disabilities. This Introduction to the Special Issue explores
what participation as an aspect of inclusion means in general,
and realistically can mean in sport and quality physical education
in particular. Sport is introduced as a context in which, unlike in
education, the individual choice of a sporting activity on a spectrum
ranging from separate activities for persons with disabilities to
modified activities designed for all makes it necessary to attribute
each approach equal importance and validity instead of discrediting
segregated structures and glorifying supposedly inclusive ones.
Publisert i Sport in Society: Cultures, Commerce, Media, Politics, 2016
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