Integrating Knowledge of Disability Throughout the Physical Education Curriculum: An Infusion Approach
in Adapted Physical Activity QuarterlyClick name to view affiliation
In preparing for the 21st century, faculty and professional preparation programs must be responsive to the ever-expanding knowledge base in physical education and sport, as well as the shifting economic and social conditions in society. Creative approaches to undergraduate education will be needed. Current curricular approaches in undergraduate physical education programs provide minimal preparation in disability issues for undergraduate students. Since the 1970s, specialists in adapted physical education have been educated and provided with the necessary skills for teaching individuals with disabilities in specialized settings. On the other hand, the preparation of regular physical educators, who will provide physical activity for the majority of individuals with disabilities, is inadequate. Traditional approaches espouse a hierarchical delivery of information that is not only unrelated to other knowledges but often devoid of the viewpoint that knowledge and situations are problematic and socially constructed. A model is proposed that integrates knowledge and understanding of disability issues and infuses them throughout the undergraduate physical education curriculum.
Karen P. DePauw is with the Department of Physical Education, Sport & Leisure Studies, Washington State University, Pullman, WA 99164-1410. Grace Goc Karp is with the Division of Health, Physical Education, Recreation, and Dance, University of Idaho, Moscow, ID 83844-2401.
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