Abstract:
Individuals with disabiliiies are increasingly accessing post secondary education
opportunities to further develop their educational and career goals. This study examines
the current facilitative practices of Canadian university activity-based physical
education degree programs on the participation of individuals with disabilities. A
critical orientation and descriptive/interpretative approach allows insight into unique
stories and experiences of physical education practitioners and special needs
professionals as they attempt to provide equitable educational experiences within a least
restrictive environment. Leading practitioners are used to triangulate and strengthen the
validity of the data while providing direction and advocacy for future development and
inclusion of individuals with disabilities. The study concludes with seven recommendations, each providing university activity-based physical education degree
programs with viable opportunities for helping create equitable opportunities for
individuals with disabilities.
