acceptance and inclusion in the workplace ( Komisarof, 2022 ). Belonging enables people to: (a) see the diverse contributions and opportunities for learning from and growing with others, (b) obtain a broader perspective of what is and what can be, and (c) better appreciate the value of relationships ( Bryer
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Creating an Institutional Environment That Leads to an Inclusive Culture of Belonging: Kinesiology’s “Impoverishing Errand”
Ketra L. Armstrong
Examination of Disability-Related Content Across Sport Management Textbooks
Brenda G. Pitts, Deborah R. Shapiro, Cindy K. Piletic, and Jennifer Zdroik
The social, physical, health, and economic impact and benefits of sport at the individual, local, state, national, and global levels make sport a unique context through which to break down barriers and facilitate inclusion of people with disabilities ( Di Palma et al., 2016 ; Lastuka & Cottingham
Understanding the Inclusiveness of Integrated Physical Education From the Perspectives of Adults With Visual Impairments
Justin A. Haegele, Samuel R. Hodge, Xihe Zhu, Steven K. Holland, and Wesley J. Wilson
practices deemed to be “inclusive,” as education professionals have become comfortable with the belief that inclusion is successful ( Atkins, 2016 ). Consequently, educators may engender practices that, however well intentioned, have the potential for unintended and often unnoticed consequences for the
Understanding Student Perceptions of Diversity and Inclusion
Jaime R. DeLuca, Michael Mudrick, Molly Hayes Sauder, and Elizabeth A. Taylor
reflect this idea as sport is used as a platform for activism around social justice issues both sport and nonsport related ( Zaru, 2017 ). Players, coaches, and sport organizations are demonstrating support for diversity and inclusion via advocacy efforts. This is ironic, however, as the sport industry
Amplifying Student Viewpoints on Inclusive Student Experiences for Inclusive Excellence in Kinesiology
DeAnne Davis Brooks, Helen Yolisa Duley, Laura M. Pipe, Carla C. Fullwood, and Christopher A. Aiken
Many higher education institutions have justice, equity, diversity, and inclusion as a primary focus and strive to implement strategies to ensure student success. The American Kinesiology Association (AKA) is committed to promoting Inclusive Excellence, and annually recognizes an exemplary member
Inclusive Excellence in Kinesiology Units in Higher Education
Matthew T. Mahar, Harsimran Baweja, Matthew Atencio, Harald Barkhoff, Helen Yolisa Duley, Gail Makuakāne-Lundin, ZáNean D. McClain, Misty Pacheco, E. Missy Wright, and Jared A. Russell
activity, in all its varied forms. Students who understand and value inclusive excellence and the principles of justice, equity, diversity, and inclusion (JEDI) will thrive. Students will be better prepared to study and promote physical activity and wellness in an ever-changing world. For students to
Absent, Incapable, and “Normal”: Understanding the Inclusiveness of Visually Impaired Students’ Experiences in Integrated Physical Education
Justin A. Haegele, Lindsay E. Ball, Xihe Zhu, M. Ally Keene, and Lindsey A. Nowland
purposefully here to describe a setting in which all students, regardless of educational needs, are enrolled in the same physical space ( Haegele, 2019 ). This understanding of integrated spaces is conceptually distinct from the concept of inclusion, which is unpacked in the next section of the introduction
Reverse Integration in Wheelchair Basketball: Stakeholders’ Understanding in Elite and Recreational Sporting Communities
Michele Verdonck, Jacquie Ripat, Peita-Maree Clark, Florin Oprescu, Marion Gray, Lisa Chaffey, and Bridie Kean
time (e.g., coach athletes/athletes who are also team managers). Semistructured Interviews The research team developed the semistructured interview question guide that progressed from general questions about WCBB and inclusion to more specific questions about participants’ understanding and experience
Unpacking Ableism: Perspectives From the Chilean Physical Education Discourse
Fabián Arroyo-Rojas
these agreements, including Chile in 2008. Since then, legal changes have taken place to adopt inclusive practices within schools, which generally translates into disabled students entering general education spaces. In this context, Parra-Muñoz et al. ( 2020 ) argued that inclusion within the Chilean
Reverse Integration in Wheelchair Basketball—A Mixed-Method Spanish Stakeholders’ Perspective
Javier Pérez-Tejero, Mauro Grassi-Roig, Javier Coterón, and Yeshayahu Hutzler
The term “reverse integration” (RI), also known as “reverse inclusion” or “reverse mainstreaming,” refers to a practice wherein a self-contained, relatively marginalized system opens up to include members of the mainstream community ( Brasile, 1990 ). This practice has been exercised for decades in
