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Michelle Grenier, Karen Collins, Steven Wright and Catherine Kearns

The purpose of this qualitative study was to assess the effectiveness of a disability sport unit in shaping perceptions of disability. Data from interviews, observations, and documents were collected on 87 elementary-aged students, one physical education teacher, and one teaching intern. Comparisons were drawn between fifth graders engaged in a five-week disability sport unit to fourth graders participating in their standard physical education curriculum. Findings revealed differences in the way fourth and fifth graders came to view individuals with disabilities. The results support an analysis of curriculum development that underscores the significance of the social model in positively impacting constructions of disability. Recommendations include the use of disability sports in physical education as an effective strategy for educating students in game play, knowledge of the Paralympics, and the inclusion of individuals with disabilities in a variety of sporting venues.

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Deirdre Dlugonski, Katrina Drowatzky DuBose and Patrick Rider

cognitive theory perspective, companionship social support, provided through shared physical activity, is a facilitator of physical activity and creates opportunities for social modeling and vicarious experiences. 11 Within social cognitive theory, these experiences and social learning are proposed to

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Michelle A. Grenier

Qualitative research methods were used to explore the factors that informed general and adapted physical education teachers’ coteaching practices within an inclusive high school physical education program. Two physical education teachers and one adapted physical education teacher were observed over a 16-week period. Interviews, field notes, and documents were collected and a constant comparative approach was used in the analysis that adopted a social model framework. Primary themes included community as the cornerstone for student learning, core values of trust and respect, and creating a natural support structure. Coteaching practices existed because of the shared values of teaching, learning, and the belief that all students should be included. Recommendations include shifting orientations within professional preparation programs to account for the social model of disability.

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Dan Goodley

of people with impairments. The irony is that in politicizing disability and defining disablism, the social model left impairment unchecked, undertheorized, and ignored. Impairment remains, for social modelists such as Oliver, the elephant in the room. Responses in the disability studies literature

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Gabriella McLoughlin, Courtney Weisman Fecske, Yvette Castaneda, Candace Gwin and Kim Graber

the approval of the Institutional Review Board (IRB Protocol #13565) at the University of Illinois, Urbana-Champaign. For the purpose of this study, SDT and the social model of disability served as the grounding frameworks, using a thematic analysis approach ( Braun & Clarke, 2006 ). The social model

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Lijuan Wang

disabling society ( Oliver, 2004 ). The social model reframes disability as a phenomenon that occurs because of society and environmental barriers driven by nonimpaired values, rather than as a direct consequence of individual impairment ( Oliver, 1996 ). The social model also addresses disability problems

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Rosanna Gilderthorp, Jan Burns and Fergal Jones

basis for the definition and measurement of disability and integrates the medical and social model into a “biopsychosocial” synthesis ( WHO ICF Manual, 2013 ). The ICF model improves upon other taxonomies to better reflect the complex interrelationship between physical, personal, and environmental

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Samuel Lins, Cynthia F. Melo, Sara G. Alves and Rúben L. Silva

intertwined with that of other social categories (e.g., gender, ethnicity, or sexual orientation) ( Barnes, 2012 ). This is the case of the social model of disability, which promotes a view of PWD “as valued members of society who have the right to full participation” ( Sullivan, 2011 , p. 4). The media plays

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Kenneth Aggerholm and Kristian Møller Moltke Martiny

practice, where interventions have historically been governed by what in disability research is referred to as the medical model , and to a lesser extent a social model , of disability ( Reid, 2003 ; Silva & Howe, 2012 ). In a rough generalization, the medical model implies a focus on the physical and

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Rebecca T. Marsh Naturkach and Donna L. Goodwin

, 2011 ; Smith & Sparkes, 2016 ). The interpretivist paradigm is consistent with the social model view of disability and reflects the researchers’ desires to make sense of personal-lived experience and concern for individuals’ perceptions of events and objects ( Smith, 2008 ; Withers, 2012