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Social Sciences and Humanities Journal (SSHJ), Volume 2, Sep 2017

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This paper focuses on inclusion in Physical Education. Internationally, for the past ten years inclusive education, and more specifically, inclusive Physical Education has become embedded within discourse and practice (Slee, 2006). Whilst inclusion generally is recognised as a ?good thing it is also acknowledged that Physical Education practitioners have found it more challenging to work towards inclusion in their practice (Stevenson, 2009). More broadly, within Physical Education a number of scholars have recently challenged us to think ahead and imagine the possibilities of Physical Education in the future (Kirk, 2009; Tinning 2010). Each of these Physical Education futures has different implications for the kinds of experiences our students may have in Physical Education (or indeed any adapted version of Physical Education). In this paper, we extend this future gazing and envision three versions of Physical Education futures that are told through the narratives of young disabled people. In particular, these narrative tates illuminate the (im)possibilities for inclusive Physical Education experiences. They shed light on the content of the curriculum, the nature of the pedagogy adapted and the material experiences of disabled students. In offering these narrative tales we conclude by considering how current conceptions of Physical Education will need to change for the possibilities of inclusive Physical Education to become a reality.

Author(s): Hayley Fitzgerald
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