The subject of Special Olympics – interrogating the inclusive potentials of a sport movement from an ableism-critical perspective

The Ableist Underpinning of Normative Motor Assessments in Adapted Physical Education

“…As such, the purpose of this article is to critically discuss the ways in which normative motor skill assessments, like the TGMD, are used within research, scholarship, and practice within APE. To enrich this discussion, we have rooted our thoughts and arguments within an ableism-critical perspective, which has already been fruitfully used in international discourse to identify barriers for disabled people that are intrinsic to the field on a structural level (Giese & Ruin, 2018;Giese et al 2022), to explore physical education teacher education (Alfrey & Jeanes, 2021), and as part of a critical consideration of assessing the learning of disabled students in physical education (Maher et al, 2022). In this line we will discuss how implicit ableist narratives may be tacitly and covertly woven into the utilization of the TGMD, which can lead to the exclusion and disempowerment of disabled students in physical education.…”

“…As described by Brittain and colleagues (2020), ableism is "associated with norms and normality and the resultant imposition of normative values for maintaining the power of one group over another" (p. 216). Ableism can be understood as an ideology, a web of hegemonic ideas and beliefs, but also as a specific research perspective within disability studies, which enables researchers to search for and excavate implicit exclusionary processes in the context of ability regimes (Giese et al, 2022). In this perspective, understandings of disability are consistent with those from the social model of disability discourse (Goodley, 2001;Haegele & Hodge, 2016).…”

Finnland als Vorbild? Leistung und Körper im (inklusiven) Sportunterricht aus einer ableismuskritischen Perspektive

“…kognitive Funktionalität verstanden, sondern als eine Benachteiligung von Menschen, die aufgrund der gesellschaftlichen Etikettierung einer "Behinderung" entstehen (Giese & Meier, 2023). Dies bezieht sich beispielsweise auf die Exklusion von Kindern mit kognitiven Beeinträchtigungen aus einer allgemeinbildenden Schule oder der Exklusion aufgrund von komplexen Behinderungen aus dem Wettkampfsport (Giese, Buchner, Mihajlovic & Oldörp, 2022). [13] Die in diesem Beitrag gewählte fähigkeitskritische Analyseperspektive soll hinzugezogen werden, um herauszufinden, welche Fähigkeiten als "normal" oder als "essential abilities" (Wolbring, 2008) Ausgangspunkt der Analyse bildeten zunächst die theoretisch abgeleiteten Kategorien Leistung (perfomance), Bewertung (assessment), Gesundheit (health), Fitness, Körper (body) und Reflexionsfähigkeit (ability to reflect).…”