The experiences of elementary school students participating in Paralympic School Day
Faculty Advisor Name
Cathy McKay
Department
Department of Kinesiology
Description
The integration of students with disabilities in general physical education is becoming more popular in public schools in comparison to self-contained adapted physical education. However, integration is not always inclusive for all students. The International Paralympic Committee’s Paralympic School Day (PSD) program is an example of an inclusion grounded curricula which has been used in educational settings to impact the attitudes and perceptions of participants related to disability and disability sport. The Paralympic School Day (PSD) program is designed to increase student understanding of Paralympic sport and the experiences of individuals with disabilities. Through PSD, students experience changed perceptions and an increased awareness about disability and disability sport. The purpose of this study was to examine student experiences in PSD at the elementary level.
This qualitative study utilized a thematic phenomenological approach. Participants included 77 students in grades third through fifth who participated in a PSD event during a physical education class. The school selected has socioeconomic and ethnic diversity. Data were collected via reflective writing responses. Written materials were analyzed inductively using a three-step process: immersion in the data, bracketing the data, and determining emergent themes.
Analysis revealed three themes related to the participants’ experiences during the PSD event. In the first theme, “First I thought disabled people could do nothing, but after I went to class my whole mind changed…”: Change of perspective though experience, participants described the way the PSD experience supported their changed perspectives. The second theme, “I was sad that he didn’t have legs”: Experiencing negative thoughts, concerned participants’ experiences of negative thoughts related to PSD. The third theme, “It was hard to move sideways on the floor”: Perspectives on skill development, dealt with the participants’ experiences practicing new skills during PSD. Through participating in different Parasport stations with Parasport athletes, students were able to form inclusive perceptions related to disability, and were able to challenge preconceived notions about disability and Parasport. These positive meaningful experiences play a role in shaping thoughts and ideas towards individuals with disabilities as explained and explored through contact theory.
By exploring the experiences elementary aged students had with PSD through the qualitative lens, this study broadened the understanding of perceptions of the PSD curriculum and provided thematic insight to the idea of inclusion and integration in the physical education setting. The findings of this study revealed that PSD is a valuable tool for positively influencing student perceptions about Parasport and individuals with disabilities.
The experiences of elementary school students participating in Paralympic School Day
The integration of students with disabilities in general physical education is becoming more popular in public schools in comparison to self-contained adapted physical education. However, integration is not always inclusive for all students. The International Paralympic Committee’s Paralympic School Day (PSD) program is an example of an inclusion grounded curricula which has been used in educational settings to impact the attitudes and perceptions of participants related to disability and disability sport. The Paralympic School Day (PSD) program is designed to increase student understanding of Paralympic sport and the experiences of individuals with disabilities. Through PSD, students experience changed perceptions and an increased awareness about disability and disability sport. The purpose of this study was to examine student experiences in PSD at the elementary level.
This qualitative study utilized a thematic phenomenological approach. Participants included 77 students in grades third through fifth who participated in a PSD event during a physical education class. The school selected has socioeconomic and ethnic diversity. Data were collected via reflective writing responses. Written materials were analyzed inductively using a three-step process: immersion in the data, bracketing the data, and determining emergent themes.
Analysis revealed three themes related to the participants’ experiences during the PSD event. In the first theme, “First I thought disabled people could do nothing, but after I went to class my whole mind changed…”: Change of perspective though experience, participants described the way the PSD experience supported their changed perspectives. The second theme, “I was sad that he didn’t have legs”: Experiencing negative thoughts, concerned participants’ experiences of negative thoughts related to PSD. The third theme, “It was hard to move sideways on the floor”: Perspectives on skill development, dealt with the participants’ experiences practicing new skills during PSD. Through participating in different Parasport stations with Parasport athletes, students were able to form inclusive perceptions related to disability, and were able to challenge preconceived notions about disability and Parasport. These positive meaningful experiences play a role in shaping thoughts and ideas towards individuals with disabilities as explained and explored through contact theory.
By exploring the experiences elementary aged students had with PSD through the qualitative lens, this study broadened the understanding of perceptions of the PSD curriculum and provided thematic insight to the idea of inclusion and integration in the physical education setting. The findings of this study revealed that PSD is a valuable tool for positively influencing student perceptions about Parasport and individuals with disabilities.
