Inclusion, Exclusion, and Ableism among Disabled People within Physical Education
Advancing Conceptual Foundations
$190.95
- Paperback
116 pages
- Release Date
13 October 2026
Summary
Opening up a new perspective on how we understand the experiences of disabled people in physical education, this book will prompt every researcher, student, and practitioner to rethink their work in adapted physical education or in disability sport for children and young people.
This book is the first to explore the concepts of inclusion and exclusion as inter- and intra-subjective experiences in the context of physical education for disabled people, a paradigm shift in the study of d…
Book Details
| ISBN-13: | 9781032988191 |
|---|---|
| ISBN-10: | 1032988193 |
| Author: | Justin A. Haegele, Anthony J. Maher |
| Publisher: | Taylor & Francis Ltd |
| Imprint: | Routledge |
| Format: | Paperback |
| Number of Pages: | 116 |
| Release Date: | 13 October 2026 |
| Dimensions: | 138mm x 216mm |
Justin A. Haegele
Justin A. Haegele
Justin A. Haegele is the Colgate Darden Endowed Professor and Director of the Center of Movement, Health, & Disability in the Department of Human Movement Studies and Special Education at Old Dominion University. His research broadly focuses on the interdisciplinary field of adapted physical activity, with a primary interest in examining how disabled individuals experience physical activity participation, including in school-based physical education. He is a Fellow with the International Federation of Adapted Physical Activity, the Research Council of SHAPE, and the National Association for Kinesiology in Higher Education. He is the past-president of the North American Federation of Adapted Physical Activity and serves as Editor-in-Chief of Adapted Physical Activity Quarterly.
Anthony J. Maher
Anthony J. Maher is Director of Research and Professor of Special Educational Needs, Disability and Inclusion in the Carnegie School of Education at Leeds Beckett University. His research, consultancy, and teaching expertise relate to centering the experiences and amplifying the voices of pupils with special educational needs and disabilities (SEND). This is part of his commitment to empowering pupils with SEND, placing them at the center of decisions that impact their lives, and recognizing that they possess expert knowledge due to their lived, embodied experiences. He is also committed to supporting key stakeholders in schools, such as teachers, special educational needs coordinators, learning support assistants, educational psychologists, and senior leaders, to provide valuable and meaningful educational experiences for pupils with SEND.
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