School physical education and disabled students: what about Paralympic sports?

ABSTRACT School physical education (PE) has been presented as a privilege for socially dominant groups recognized by their non-disabled bodies. This study aims to investigate the introduction of a 5-week Paralympic sports unit into the PE curriculum as an educational right for disabled students through its recognition as official knowledge representative of their physical abilities and educational right in PE classes. With a poststructuralist perspective, we reflect on dominant discourses on disability in the school PE field and highlight traditional practices and beliefs that pertain to disabled students. Accordingly, we conducted interviews and focus group discussions with one disabled student, his peers and their PE teacher, allowing for the exploration of values, beliefs and practices associated with disability before and after the Paralympic sports unit. Participants’ comments were subjected to interpretative thematic analysis. Paralympic sports enabled the disabled student to recognize and express their identity by critically questioning PE normative practices. Furthermore, Paralympic sports in the PE curriculum was presented as a strategy to raise non-disabled students’ disability awareness rather than as disabled students’ educational right. Paralympic sports constitutes a crucial aspect of the path towards inclusive education grounded in the values of equity and disability identity recognition.


Introduction
Disability is mainly understood and socially represented within the framework of fragility, limitation and illness and is socially regarded as a restrictive factor for individual expression and value in society (Barnes, 2020;Thomas, 2004).However, disability is a concept that has reshaped over time, reflecting social power relationships between social groups, as well as values and beliefs concerning human embodiment existence (Garland-Thompson, 2011;Hall, 2011).Grounded on critical disability studies, we aim to question and reflect on this reductionist conception of the individual with an impaired body (Goodley, 2013), especially in the school physical education (PE) context, and address the inclusive education philosophy.
Critical disability studies position the concept of disability as a social construct immersed in the structure of power relations and the current economic system (Goodley, 2013).In this context, disability has been defined as a consequence of an oppressive system that affects individuals with diverse bodies, owing to the physical environments, attitudes and means of production socially shaped for those who fit into the body standards considered normal.Garland-Thomson (2011) affirms that disability should not be perceived as an inherent condition of bodily inferiority, insufficiency or excess, positing, 'Disability is a culturally constructed narrative of the impaired body ' (p. 17).
The social understanding of disability as a lack and inability has influenced and limited current understanding of the identities associated with disabled individuals, as well as the overall human experience of embodiment (Garland-Thomson, 2011).Consequently, with disabled people understood as incapable of being productive citizens in neoliberal society, the policies, rights and practices concerning this group have been defined by and limited to rehabilitation and charity (Goodley, 2014;Goodley et al., 2019).Despite advancements in the quest for social equality in terms of rights and opportunities, this narrative encompassing disability persists and continues to promote social oppression against those whose bodies exhibit impairments considered disabled (Oliver, 2013).Goodley (2011) highlighted that under the socially determined differences between disabled and non-disabled individuals, the dominance of the latter is perpetuated and maintained.The perspective of the privileged and powerful, as embodied by non-disabled individuals, has become the standard, relegating others to a status of deviance and inferiority (Campbell, 2009).As observed by (Davis, 2016), 'the problem is not the person with disabilities; the problem is the way that normalcy is constructed to create the "problem" of the disabled person' (p.9).Far from being arbitrary or uncommon, disability is an intrinsic aspect of the human condition, affecting the lives of all who experience long-term existence.In this regard, disability should be recognized as a component of the individual and collective identity for people with impairments, one that interacts with both material and social environments.

Inclusive education
Education is a fundamental human right (United Nations Educational, Scientific and Cultural Organization, 2000).Despite the undeniable clarity of this statement, education for social minority groups, including disabled children and youths, has been treated as a privilege (Moore & Slee, 2020;Slee, 2018).The education of disabled children is still fraught with questions regarding their placement, access, curriculum, teaching strategies, professional training and so on (Qvortrup & Qvortrup, 2018).
At schools, inclusive education has been understood and developed in a special education framework (Brantlinger, 1997) by implementing pedagogical strategies and assessments tailored to meet the needs of a particular marginalized group: disabled students (Atkins, 2016;Karisa et al., 2020).This perspective has faced criticism for perpetuating the segregation status quo by adapting and accommodating disabled students to traditional and normative educational processes (Reeves et al., 2020;Slee, 2018).
In contrast, incorporated as a global commitment, the philosophy of inclusive education is an integral component of the social justice agenda aimed at addressing educational oppression and guaranteeing equitable and high-quality education as a right for all students (Artiles et al., 2006).Through inclusive education, the right to quality education for all students seems to have finally been admitted (United Nations Educational, Scientific andCultural Organization, 2000, 2020), given that the term 'all' requires recognition of the diversity of identities that permeate and constitute society.
Nowadays, studies on inclusive education have claimed a pathway for change by questioning the power dynamics among different social groups in the development of the educational process (Karmiris, 2021).These social power relations are evident due to their fundamental role in the formation and choice of the final objective of the educational process: official knowledge, which represents social choices about what should be learned by all students, reproduced and valued outside of school.However, these choices have also revealed those knowledge that were not chosen, those that have no value for society (Erevelles, 2005).
Moving forward this discussion into an inclusive education scenario means critical reflections on its philosophy, ideals and practices.Inclusion refers to acknowledging and comprehending the presence of socially included and marginalized groups (Goransson & Nilholm, 2014).Recognizing the centrality of some social groups demands acknowledging the marginalization experienced by others, such as disabled students in schools (Qvortrup & Qvortrup, 2018).As a circle image, being included implies the existence of excluded people.However, if all groups are included, the circle of exclusion would disappear.The evolution of inclusive education towards a democratic and equitable system entails a fundamental shift in power relations among diverse social groups, challenging the concepts of centrality and marginality.Consequently, terms such as 'disabled', 'normal' and 'abnormal' would no longer serve as school labels (Karmiris, 2021).
DeLuca (2013) notes that constructing inclusive education demands a critical examination of the dualistic hegemonic power structure imposed by the dominant class on marginalized groups.In this ideal construction, recognizing diversity as a multifaceted social construct with far-reaching effects on all individuals is imperative.Although the author acknowledges that this understanding may still be romantic, he emphasizes the need for power relations to move away from hierarchical structures and become shared among all groups to establish inclusive education effectively.

School physical education and disabled students
The school PE curriculum has been developed through a strong sporting emphasis, grounded on traditional sports and team game practices (Wilkinson et al., 2013).Penney and Lisahunter (2006) have criticized this scenario by its 'privileging, legitimating and reproducing the dominance of discourses of performance in sport' (Penney & Lisahunter, 2006, p. 568) and by perpetuating inequality affecting those for whom traditional sports are not a choice or possibility (Jerlinder et al., 2009;Wright & Burrows, 2006).Azzarito and Solomon (2005) outlined how the traditional sports legitimated in school PE as the official knowledge has been recognized as obsolete and not representative of the bodily practices of all students-being narrowed down to a specific and dominant social group, the non-disabled student.
Grounded on this hegemonic perspective of sports (DePauw, 1997(DePauw, , 2000)), the PE curriculum and PE practices have been developed with an emphasis on ability, performance and competitiveness based on standards of normality (Barton & Slee, 1999;Evans, 2004).Ability in the PE class is understood as something fixed/static, something that students either have or do not have (Aasland et al., 2020).However, the term 'ability' is not neutral.Instead, authors have noted how the ability concept has been socially constructed, privileging some forms of competence over others (Penney & Lisahunter, 2006;Penney et al., 2018).As a central concept in school PE, ability is recognized by traditional sports skill performance and through standard tests and assessments; students' abilities are measured and, consequently, classified and judged.In this sense, not all skills are valued and recognized by the PE teacher (Aasland et al., 2020;Wilkinson et al., 2013).In this sense, Penney et al. (2018); Penney and Lisahunter (2006) have indicated the need to reflect on how PE teachers and professionals have positioned others in terms of their abilities.Wilkinson et al. (2013) argues about the educational achievement implications for students with abilities in sports and physical activities excluded from the PE curriculum, such as disabled students.Social beliefs regarding disability have practical and restrictive implications for disabled students through remedial strategies and low learning expectations in school PE.These students are often excluded or kept at a distance from active participation.Research developed with consideration for disabled students' voices have highlighted this group's issues with being involved in school PE curriculum centred on traditional sports and developed through practices for able-bodied students (Alves et al., 2022;Dixon et al., 2021;Haegele et al., 2022).
Research developed with an understanding of disability informed by critical disability studies has questioned how school PE has been socially constructed as a place and time for able-bodied students, perpetuating the perception of disability as a deficit and limitation by its adherence to ableist practices and values (Alves et al., 2022;Dixon et al., 2021;Giese & Ruin, 2018).However, to change this scenario of exclusion in PE classes for disabled students, we are not questioning the existence of ability centrality in school PE but rather which abilities are concerned.
In this context, we highlight and propose reflecting upon Paralympic sports as official knowledge representative of disabled students' physical abilities and educational rights in PE classes (Alves, Grenier, et al., 2018;Alves, Haegele, et al., 2018).Studies focused on the investigation of Paralympic sports in PE classes are still limited (Grenier et al., 2014;McKay et al., 2019;Tindall, 2013) and have been focused on the understanding of Paralympic sports as a tool for the acceptance of disabilities and empathy by non-disabled students.Paralympic Sports in PE classes have been found to promote positive attitudes towards the inclusion of disabled students by their peers (Fitzgerald & Kirk, 2009;Grenier et al., 2014;McKay et al., 2021;Panagiotou et al., 2008).However, with limited implementation within schools, Paralympic sports have yet to demonstrate significant and lasting changes in attitudes, beliefs and practices in PE classes regarding disabled students (Grenier et al., 2014) and their understanding as an educational right for these students (Alves et al., 2022).
The limited presence of Paralympic sports in PE classes, still restricted as a single experience or presentation, only reinforces the perception of the inferiority of Paralympic sports compared to traditional sports (Grenier et al., 2014).In this scenario, disabled students have limited prospects for involvement in sports.In this regard (Brittain, 2004a(Brittain, , 2004b)), highlights the role of schools and PE classes in engaging disabled students in sports beyond their school years, with lifelong impacts.Studies focused on integrating Paralympic sports as curricular content have aimed to address the recurring issues associated with traditional sports in the curriculum and initiate a cultural shift in the concepts surrounding disability in PE classes.
This study aims to investigate the introduction of a Paralympic sports unit into the PE curriculum as an educational right for disabled students through its recognition as official knowledge representative of disabled students' physical abilities and educational right in PE classes.Grounded on the theoretical framework of critical disability studies, we reflect on dominant discourses on disability in the school PE field, bringing up traditional practices and beliefs that pertain to disabled students (Moore & Slee, 2020;Slee et al., 2019).Critical disability studies foster critical reflections on education as a fundamental right and the societal implications of disability (Goodley, 2013;Goodley et al., 2019), seeking to bring about real change in the oppression and marginalization experienced by these students (Biklen, 2000;Karisa et al., 2020).

Methods
Our study involved a whole third-year high school class in a public school in Brazil by introducing Paralympic sports into the PE curriculum over five weeks.In this sense, we interviewed a disabled student, his peers, and the PE teacher before and after the Paralympic sports classes, exploring and reflecting on values, beliefs and practices associated with Paralympic sports and disability in PE.Our study was grounded on a poststructuralist perspective focused on dominant discourses in the school PE field and participants' meaning making.The poststructuralist perspective seeks to challenge the established power and knowledge structures presented as universal truths within humanist science (Vinci, 2017).These structures are ingrained in narratives and discourses that have categorized society in binary and hierarchical ways, ultimately influencing how educational practices are implemented in a tangible manner (Pierre, 1997).Reaffirming Pierre (1997) words, through a poststructuralist perspective, we have an 'ethical concern for the damage done to those trapped in the everlasting, insidious grids constructed by prevailing power and privilege ' (p. 282).
This study involved a class with 44 non-disabled students aged between 17 and 19 years and a 17year-old male student with a physical disability who uses a wheelchair for mobility.The PE teacher, who participated in the study, was 54 years old and had 30 years of experience teaching PE at the school.The research was conducted at a public school situated in the outskirts of the city of Campinas.This school primarily caters to students from low socioeconomic backgrounds, with a diverse student population that includes individuals of mixed race, predominantly consisting of black students.
The participants were selected by convenience, guided by the PE teacher's expressed interest in the research (Creswell, 2003).Pseudonyms have been used to protect the students' identities.The ethics committee of the first author's institution affiliation approved this study.Consent was obtained from parents for all students participating in the study.

Paralympic sports in the curriculum
The PE curriculum incorporated Paralympic sports through a module consisting of 10 lessons, each lasting 50 minutes and two classes per week.The module began with active research work on Paralympic modalities and their characteristics, such as eligible athletes, necessary material and ways of participating in the sports, according to disability.In this sense, the research work was performed by all students collaboratively, followed by presentations and discussions about the modalities.After this initial work to recognize Paralympic sports, the disabled student was consulted regarding the modalities of interest and possible accommodations for their practice on the school's sports court.The structure of the unit lessons was a collaborative effort between the researchers and the PE teacher-considering the disabled student's interests and impairments, such as the place and materials available.
Following Alves, Haegele, et al. (2018) approach, the lessons and activities were designed to introduce Paralympic sports to disabled and non-disabled students.In doing so, two principles governed the implementation: 1) Paralympic sports were taught so that both disabled and nondisabled students could practice all activities and 2) Paralympic sports were taught in class together with Olympic/traditional sports to provide a significant learning opportunity for each student.The activities were developed so that the disabled student could learn about the chosen Paralympic sports and, at the same time, his non-disabled colleagues could participate in the activities and learn about this new modality.Regarding the second principle, within the same class, both disabled and non-disabled students learned, for example, about Olympic and Para athletics.In this specific modality, the sports court was organized in different stations, according to track and field events.In the field stations, throwing events (for example) were taught in both the traditional and Paralympic ways (seated throwing).Non-disabled students were able to experience both forms of launch.During the practical activities, games and playful exercises tailored to the motor skills and requirements of the chosen Paralympic sports were emphasized.This approach aimed to provide equal relevance to Paralympic and traditional/Olympic sports in the PE classes (Fitzgerald & Kirk, 2009;Grenier et al., 2014), allowing us to question the unquestioned beliefs towards disability and its traditional practices within the classes.

Procedures
The main researcher conducted individual interviews and focus group discussions one week before and one week after the conclusion of the Paralympic sports unit in the physical education (PE) classes.The personal interviews were conducted separately with the PE teacher and the disabled student through a dialogue format to improve the interaction between the interviewer and the interviewee and allow in-depth insights into sensitive topics (van Amsterdam et al., 2015).The focus group discussions, before and after Paralympic unit, included six non-disabled students.Following the presentation of the study to this group, the participants for the focus group interview were chosen based on their expressed interest in taking part in the discussions.The individual interviews and focus group discussions At this point, reflexivity was an essential component of this poststructuralist research, referring to the researcher's awareness and critical examination of their experiences, biases and theoretical influences on the design, development and conclusions of the study (Zitomer & Goodwin, 2014).As non-disabled, researchers' reflexivity in this study occurred in a continuous process of selfinterrogation of own assumptions, beliefs and values, considering how these factors may have shaped the research questions and analysis of the participants' narratives regarding disability.Additionally, considering the first author's positionality as a female PE teacher with a historical record of distancing herself from traditional sports practices in school PE, she affirms her role as an instrument of the study (Chenail, 2011), catalysing reflections to challenge dominant discourses about sports in PE classes.
The interviews aimed to explore the participants' discourses in relation to disability and Paralympic sports before and after the Paralympic sports module, seeking to recognize the reproduction of dominant beliefs and ideologies, as well as the participants' positions in relation to them.The interviews lasting approximately 20 to 30 minutes were recorded in audio format and, subsequently, transcribed in their entirety.The analysis of these transcripts followed a two-part process.Initially, an interpretative thematic analysis was employed to identify recurring patterns and themes within the data based on the perspectives shared by the PE teacher, the disabled student and the non-disabled students.The thematic categories were then analysed separately and compared before and after Paralympic sports unit, facilitating in-depth analysis and comprehension of the meaning making and dominant discourses attributed to Paralympic sports and disability within school PE (Morgan, 1997;Saldana, 2009).Subsequently, a critical discourse analysis was performed, guided by our critical disability studies perspective (Campbell, 2009;Goodley, 2013;Goodley et al., 2019;Thomas, 2004).

Results
The Paralympic sports unit shed significant light on the conceptions and values held by the various participant groups regarding the disabled student within school PE.These findings effectively illustrate the participants' reflections regarding including disabled students in the classroom and their fundamental right to access quality education.

Before Paralympic sports
The PE teacher, called Carla in this study, initially characterized PE classes as a dedicated place and time for learning and engaging in non-disabled traditional sports such as soccer, volleyball, handball and basketball.In doing so, Carla reaffirmed and perpetuated the normative identity of school PE-centred around the physical abilities of non-disabled individuals, the able-bodied.Consequently, Carla did not view the PE class as a proper context for learning for disabled students.Carla acknowledged this perspective by stating, 'When I plan my classes, I kind of forget about him [the disabled student].I used to prepare a few classes like that . . .nothing much that he could fully participate in'.Carla recognized disability as an individual characteristic that sets the student apart from others and restricts their participation in her classes.Carla states, He (a disabled student) has a bit more difficulty in volleyball.It's not as much in basketball because he runs with a wheelchair, but volleyball is where he struggles the most.He has difficulty moving because sometimes the ball comes towards him . . .He doesn't participate in soccer.
When describing the interaction between disabled and non-disabled students, Carla emphasized their differences, affirming, 'The [non-disabled] students in the class pass the ball to him [the disabled student] as if he were a normal [emphasis added] student'.At this point, Carla's comments brought to surface the ableist narratives regarding disabled students, whom have been recognized by their body differences as different, 'abnormal' students.As such, the 'abnormal' student is not remembered in lesson planning-reaffirming their place as an outsider in this educational context, which is restricted to normal students (non-disabled).
Regarding the student's physical impairment, Carla described that the disabled student 'was a problem.I couldn't take him to the sports court'.She highlighted the wheelchair as a limitation to participation in PE classes: 'He [the disabled student] has this limitation, right?If we're going to play basketball, he's also going to play.And he's going to play in his own time, in his own way, right?' Carla further mentioned that she 'was afraid of causing more harm to the disabled student than he already had', emphasizing the student's impairment as a limitation or fragility in the context of PE practices.As evidenced by previous research, Carla's comments reproduced the cultural narrative of disability as fault and limitation and as resulting in restrictions in individual expression and value in society (Alves et al., 2022;Haegele et al., 2022).
Distancing itself from the understanding of disability as a form of oppression towards people with bodies with impairments, there are no questions about the curriculum and practices of the PE class by the teacher.In this context, the disabled student, perceived as unable to meet the physical demands imposed in the class, is overlooked and disregarded.The central concern here lies not in the prevalence of the notion of ability in PE classes but in which abilities are recognized or worthful.Despite aiming to foster a significative PE learning experience among her students, the teacher remained entrenched in ableism since the knowledge imparted and recognized was confined to the non-disabled body and its conventional forms of physical/body expression.The abilities and physical culture of the disabled body was not acknowledged.
Facilitating the involvement of disabled students in traditional sports within PE classes presented a significant challenge for the teacher.Reflecting on this, the teacher shared, 'Many times, I couldn't get the student with a disability to participate, you know?To engage with other students.Not only him but other students with disabilities which I've had, you know?' Carla employed two primary strategies to encourage the participation of disabled students in activities: 1) adapting traditional sports and 2) introducing Paralympic sports within PE classes.Regarding the adaptation strategy, the teacher narrated an instance during athletics class: There was one day in athletics when they [the students] had to do a jump, right?And I was thinking, 'How will I make him jump?He can't jump!'So I placed a rope on the ground, and he went over the rope with his wheelchair.For instance, on basketball day, I told him, 'You're going to play with the boys.But you won't dribble the ball; you'll just keep the ball in your lap the whole time'.
Adapting traditional sports for inclusive education has raised concerns among PE teachers regarding its impact on providing quality education for disabled students.To facilitate student participation in the same activities as their non-disabled peers, adaptations such as those described above have been recognized for reinforcing ableist narratives by the perception and belief in the student's inability to fulfil the proposed tasks in PE class (Alves, Haegele, et al., 2018;Fitzgerald, 2005).However, Carla taught Paralympic sports as a unique session-focused solely on a specific modality, the sitting volleyball.As a singular experience, Carla revealed the value she has ascribed to Paralympic sports in PE, which has not been recognized as its official knowledge.In this sense, the principles of inclusive education based on ensuring quality learning for disabled students appear as a paradox for Carla, given the impossibility of disabled students learning with abilities structured for and through the non-disabled body.

After Paralympic sports
The Paralympic sports unit allowed questioning the immutable and static nature of the school PE curriculum.Carla expressed a positive perception of the unit, which facilitated a perspective shift regarding the sports that can be integrated into PE classes.The teacher shared her thoughts on the Paralympic sports classes: I had a different view, the way it was implemented, the way all the students in the class participated in a good way for everyone, you know?Not only for the [disabled student], who was happy to participate, but for the other students in the class as well because later, when you left, they would say to me, 'Teacher, wow, the class was very nice'.
Carla described a change in perspective among her non-disabled students as well.Among other accounts, Carla highlighted that the non-disabled students expressed satisfaction with learning about Paralympic sports: 'Those three students who want play soccer in all classes . . .came to talk to me [about the Paralympic sports class]: "Look, teacher, it was really cool!" Carla also mentioned implementing the activities proposed during the Paralympic sports module in other classes that did not participate in this study, indicating the students' satisfaction through the learning and overall participation: Even my 3B class [another class] asked me, 'Why are we going to throw balls?Why are we doing this?'And suddenly, I saw one [non-disabled student] start doing it, and the others started doing it too . . .They showed interest in participating.
Carla expressed her intention to continue integrating Paralympic sports into her classes.Carla expressed plans to teach Paralympic sports 'at least three or four classes per quarter, consecutively, just like we did'.She underscored the significance of incorporating Paralympic sports into the PE curriculum, particularly for promoting disability awareness among non-disabled students and fostering an understanding of disabled individuals' capabilities.In this regard, the teacher emphasized, I believe that our curriculum should include [Paralympic sports], even in classrooms without disabled students.I want all my students to have the opportunity to participate and experience what it's like to be, for instance, a student with a physical disability.To understand how they feel, you know?So that they recognize that individuals with physical disabilities, within their abilities, can engage in any proposed activity.
However, it is crucial to highlight the recognition of teaching Paralympic sports in PE classes as an integral curricular component, akin to Olympic sports for non-disabled students, within the realm of their official knowledge and as representative of the physical abilities of disabled students.Additionally, Carla underwent a significant shift in her perception of disability, previously associated with notions of incapacity.Carla realized that disability should not be equated with an inability to participate fully in PE activities: 'Within their capabilities, individuals with disabilities can perform any proposed activity.Many [non-disabled] students look at them and say, "Oh, he is a wheelchair user.They can't do anything".But it's not like that'.
The Paralympic sports unit challenged the ability concept within PE in the school, allowing Carla to reflect on dominant beliefs concerning what it means to be able and how school PE practices have been narrowed to reproduce able-bodied students as able.Carla initially perceived Paralympic sports as relatively easier for non-disabled individuals than traditional sports, assuming that these sports were designed for disabled people perceived as incapable.However, during the Paralympic classes, she was surprised by the challenging tasks and began questioning her beliefs about incapacity.She realized that Paralympic sports require motor skills and dexterity at a higher level.Carla reflects on this realization, stating, 'They [non-disabled students] told me it's harder to play seated.How can people with disabilities play seated?I didn't know everything could be so difficult to do while seated'.Furthermore, with the Paralympic sports classes, the disabled student 'became more engaged in the classes because there were some classes in which he didn't participate.So, I realized that he participated in all the classes-not only him, the entire class'.

Before Paralympic sports
The disabled student, named here as Gustavo, reaffirmed PE classes as a place and time dedicated to practising non-disabled traditional sports.When discussing his experiences in PE classes, Gustavo stated, 'I can't participate, and many people don't like it either.I can't play.I have to stand still and watch people playing basketball because I really can't do it.I feel uncomfortable doing these movements'.
Gustavo's perception of PE classes revolves around the limited variety of sports offered throughout the year-namely, volleyball and table tennis.He stated, 'In PE class, I can do quite a bit, playing table tennis and volleyball'.However, it is essential to note that Gustavo clarified that his participation in volleyball involves the traditional modality (stand-up game)-where he positions himself with his wheelchair on the volleyball court, waiting for the ball to come to him.Furthermore, he mentioned that 'when they're playing soccer, I can play table tennis', indicating a sense of segregation from his non-disabled peers.Moreover, Gustavo highlighted another aspect of his experience in PE classes, stating, 'The teacher doesn't let the others [classmates] play table tennis with me.Everyone has to be on the sports court'.
When asked about his preferences and interests in PE, he indicated wanting to engage in activities beyond volleyball.At this point, it is essential to highlight what was said but, above all, what was not said, the silences.Paralympic sports were absent from Gustavo's comments.Gustavo did not mention a desire to practice or learn any Paralympic sports in school PE.Despite his limited participation and the predominant PE focus on traditional sports, Gustavo perceived his lack of involvement as an individual problem, understanding PE class as a space primarily intended for nondisabled students' performance.Gustavo's comments indicate his internalization of structural ableism, reproducing the belief that his inability to participate in PE classes is a consequence of his impairment.Like Carla, Gustavo did not raise questions about the curriculum and sports practices in class.

After Paralympic sports
The Paralympic sports classes provided Gustavo with a newfound perspective on sports as a viable option.Gustavo specifically highlighted his experience with Para badminton, stating, 'I thought it was only for individuals without disabilities.I didn't know they had it for wheelchair users.I had no idea'.
Gustavo's comments highlight the fact that Paralympic sports were an undiscovered aspect of his life.It was impossible for him to aspire to pursue something he did not even know existed.He emphasized empowerment by engaging in new sports activities during the PE classes.When questioned about the key aspects he deemed significant in these classes, he expressed, It was the things that I thought I couldn't do, but I was able to do them.I thought I wouldn't be able to throw, but I could do it correctly.I really saw that I could make the shots.I gained a sense of how well I could do it.
Furthermore, Gustavo elaborated on the positive shifts in Carla's attitudes, as she displayed initiatives to involve him in the classes actively.Gustavo emphasized the inclusive practice of Paralympic sports, involving both disabled and non-disabled students, as a valuable strategy for fostering a change in the perception of disability within the PE class.Through the Paralympic sports unit, his abilities were recognized not only by his peers and the PE teacher but also by himself.According to him, the adopted strategy held significance because 'it didn't attempt to find a way to fit the [disabled] person in.Things will be different now.The way she [the PE teacher] teaches will change.It has already changed'.
Through the involvement of non-disabled students in activities related to Paralympic sports, Gustavo noted the significance of the classes in showcasing that both sides [traditional and Paralympic sports] and the teacher are trying to see the perspective of people with disabilities, which she usually doesn't see.I think now she also has that understanding.Gustavo's comments indicate a sense of finally existing in PE classes by the recognition of his abilities and sports opportunities.Paralympic sports allowed a sense of belonging in PE classes.He noted the freedom from the pressure to 'fit in' proposed activities primarily catered to nondisabled individuals.The use of the term 'fit in' signifies the prevailing reliance on adaptation strategies as a means of including disabled students in PE classes.While it is important to acknowledge the role of adaptation, it is equally crucial to recognize its impact on the disabled student.In this context, adaptation restricts the recognition of their body's expression in sports.It attempts to mould the disabled student to fit the normative practice of traditional able-bodied sports.As PE teachers, we compromise our inclusive education intentions with the expectation that disabled students learn and engage in sports designed for the normative, able-bodied individual.

Before Paralympic sports
The focus group interviews highlighted the inherent sportive nature of PE classes, indicating their role as 'free classes' dedicated to traditional sports practice.Maria stated, 'Normally, each group of students [girls and boys] engages in their sport, but we do everything the teacher assigns because we enjoy doing sports'.In this particular context, the study participants expressed a lack of recognition regarding the suitability of PE classes for disabled students.The group disclosed that the disabled student's participation in PE classes was limited to playing table tennis or card games outside the sports court.Helena noted, 'Usually, he [the disabled student] plays table tennis or Uno because he can't be on the court'.
By perpetuating the ableist narrative, non-disabled students continued to portray the disabled student as different due to his physical impairment.This narrative further reinforces the idea that PE in schools is primarily designed for able-bodied individuals, centred on able-bodied sports and activities.The group perceived that the disabled student was incapable of meeting the demands of the PE class practices, leading to his perception as different from non-disabled students.One of the students emphasized that PE classes primarily cater to the non-disabled group, focusing on their engagement in physical activities and sports 'because most of the sports we do, the teacher assigns them for us [emphasis added]' (Isabela).Consequently, sports are not perceived as a possibility for the disabled student.It is important to highlight here the use of term 'us' by Isabella, indicating the existence of two groups of students: the non-disabled and disabled (the 'other').
When asked about potential actions to involve the disabled student in PE classes, the nondisabled students suggested making adaptations to games to reduce difficulty or speed.This suggestion reveals a perception of disability rooted in dominant narratives and beliefs that categorize disabled person as incapable and limited.
We don't think about inclusion for him, like, for example, doing it differently because it's easier for the [disabled student]?Let's run less because it's easier for the . . .[disabled student]?(Helena) Maybe we could play volleyball, but stationary.If we formed a circle on the whole court and played . . .we would play in a circle set up so that the [disabled student] can be included, so he doesn't have to run.I think that would, maybe, be easier.(Mateus)

After Paralympic sports
Following the introduction of Paralympic sports, the non-disabled students began to recognize the sports' potential and the disabled student's physical abilities within the sports context.At this point, João described Paralympic sports as 'sports that everyone can practice, without any exceptions'.However, Isabella expressed its importance 'to encourage the disabled child also to want to be an athlete'.Concerning the disabled student, the group shifted their perception of inclusion, acknowledging it as a right and a possibility for him.
Inclusion is necessary in any part, any stage of life.It is required, not just in sports.(Daniel) There are many other things [sports] we did throughout the year, and we didn't consider him [for the disabled student].So, from now on, we will think more about him.(disabled student) (João) Nonetheless, the non-disabled students still affirmed school PE as a place and time focused on traditional sports, with the non-disabled student as the central focus, thereby perpetuating the perception of the disabled student as being different.Daniel noted, We can continue with these [Paralympic] sports because they didn't bother us [emphasis added] and [they] benefited him.So, whether we like it or not, it was better for us because we did both the adapted and the normal.The bolded words in the comment highlights how school PE was affirmed and reproduced as an educational right only for non-disabled student.These words demonstrate the privilege position grounded on a narrative of charity and benevolence towards people who cannot belong because of their non-normative bodies.

Discussion
As a mirror of society, school PE classes have been increasingly distant from the naive goal of providing equal and fair education for all students (Evans & Davies, 2017) envisioned during its initial development.Paralympic sports in PE classes, beyond changing beliefs and perspectives regarding disability and sports, allowed us to observe the power dynamics present in PE classes.The presence of Paralympic sports in PE demonstrated the centrality of traditional sports and the non-disabled body as the dominant class or body.
The current state of education for disabled students calls for a fundamental transformation in pedagogical practices rather than mere reform (Karmiris, 2021).Addressing educational inequities necessitates a profound understanding of their underlying causes, transcending the superficial effects of exclusion and the lack of significance for disabled students (Evans & Davies, 2017;Slee, 2018).This understanding entails recognizing the power relations established within PE classes through the body for the pursuit of inclusive education within schools.
Traditional sports in PE classes reaffirm and perpetuate neoliberal and ableist values that prioritize individual productivity as endorsed by bodily practices.The participants initially framed disability within ableist dominant discourses, viewing it as an individual issue that rendered participation in PE classes impossible.Within this context of exclusion and segregated activities, PE classes further cemented their status as a place and time exclusively reserved for non-disabled students.
However, following Paralympic sports classes, the study participants exhibited a shift in perspective regarding excluding disabled students, acknowledging their potential in sports and advocating for their inclusion in classes.Paralympic sports brought visibility to the disabled student's identity as a learner, affirming his right to education.In this sense, Paralympic sports demonstrated the learning possibilities for this student in the scope of 'the best opportunities for each one', in preference to the previous 'fitting' of this student 'in the same opportunities for all'.Nonetheless, it is essential to be cautious and recognize that such changes alone may be insufficient to promote inclusive education and transform the understanding of disability.
The discourses captured in this study suggest that Paralympic sports in PE classes are not perceived as disabled students' right to quality education but rather as a strategy for raising nondisabled students' disability awareness.In doing so, Paralympic sports have been employed as a tool to underscore the limitations and inherent incapacity associated with impairment while emphasizing the notion of overcoming these limitations through sports.Additionally, it is crucial to note that framing Paralympic sports as a means to simulate the experience of being disabled distances disability from being acknowledged as an integral part of the human experience.As Ferguson and Nusbaum (2012) argue, 'Just as gender is more than chromosomes and race is more than skin colour, disability is more than an individual impairment' (p.72).
The discourses unveiled in the study indicate that the PE teacher did not perceive the reality of PE classes as problematic.There is no questioning the meaningfulness of disabled students learning traditional sports in which they cannot actively participate or engage outside school.The norm remains unchallenged, and the introduction of Paralympic sports in PE classes can be seen as a mere veneer, perpetuating ableism and reinforcing deficit-based beliefs about disability.At this stage, the disabled student continued to be perceived as different from his peers-belonging to another category of students, the other.
In school PE, non-disabled students have their access to knowledge legitimized and, above all, not questioned through the practice of traditional sports (Hay and Macdonald).In this regard, we include our reflections here with the aim of also legitimizing disabled students' access to knowledge.Despite the discourse around inclusive education, we still need to prove that disabled students have the right to knowledge.
Narrowing the knowledge of a range of physical and cultural resources in school PE has exclusionary consequences for a significant portion of PE students (Evans, 2014;Evans & Davies, 2017;Wilkinson et al., 2013).School PE has its values, and having a defined value is not the problem.The problem is what value is ascribed and why it is only allowed for some students achieve it.The comments presented still bring the disabled student as the 'other' in the PE class, without their recognition within the values and practices assumed on the sports court.Students who cannot respond to what is considered valuable in the PE class are marginalized.However, due to the social narratives reproduced around disability and the choices of what it means to be skilled and able, disabled students never have access to what is considered valuable in PE classes (Wilkinson et al., 2013;Wright & Burrows, 2006).
In this sense, Goodley et al. (2019) asks for the unpacking of 'the dominant cultural imaginaries and socio-political conditions that uphold capacity as the central marker of successful human accomplishment and progression ' (p. 14).Although this appeal initially seems the right path to go, cautious should be applied with this type of discourse that posits that the failure of disabled people lies in the social valuing of physical ability as a point of individual success.The problem is not in choosing ability as a point of success in school PE, but in valorizing those abilities restricted to the non-disabled body.Disabled people have their abilities not recognized and valued, and the adoption of a discourse contrary to ability constructs a narrative of the disabled person as lacking abilities.The evolution of inclusive education would ultimately transcend the concept of inclusion itself.While the dissolution of hierarchical power relations, which are reinforced daily by neoliberal practices and societal values (Karmiris, 2021), is currently distant, ignoring this statement would imply that change is impossible.
Perhaps Paralympic sports are not the definitive and sole answer to the necessary transformation regarding current beliefs, reproductions and constructions surrounding disability, but they certainly play a significant role in this process.The recognition of Paralympic sports as sports developed for disabled people, as a social group, has been met with resistance in PE classes and still evokes unease when taught and presented to nondisabled students.It is crucial to question why Paralympic sports in PE classes remain a matter of doubt among researchers and teachers.Why should it not be included in the PE curriculum?As PE teachers, we assume disabled students can learn able-bodied sports but hesitate regarding non-disabled students learning Paralympic sports.As Evans (2014) aptly states, the disabled student is present in school but not in its culture.
The PE classes, serving as a spacetime for the manifestation of the non-disabled body, grant participation to disabled students as long as it does not hinder the expression and involvement of non-disabled students.The beliefs and discourses surrounding the need to justify the presence and participation of disabled students in PE classes perpetuate and bring to light issues of privilege and the power dynamics between bodies-those disabled and those who are not.Consequently, disabled students reluctantly accept their marginalization.
Moreover, this study prompts the question of whether Paralympic sports alone suffice in terms of fostering the physical abilities of disabled individuals.In a society constructed under ableism and the denial of the collective nature of disabled identity, the answer to this question may require a broader social transformation in the understanding of disability as a socially constructed category, challenging normative judgements (Ferguson & Nusbaum, 2012).
Reflectively and critically, as we conclude the process of analysing and writing this text, we cannot overlook the inherent bias in conducting this study.The initiative to understand and investigate Paralympic sports in the PE curriculum places us within power relations.It highlights the privileges afforded to particular bodies, thus affirming or reproducing ableist values that consider the disabled body deviating from the norm.Undertaking this study already positions us researchers within an ableist perspective on attempting to justify or comprehend Paralympic sports based on their marginality in school PE.Considering the challenges ahead, it is more important than ever to reaffirm research as a knowledge-building process for ourselves, the researchers, acknowledging our non-disabled perspectives.
Despite our distance from providing singular or universal answers to the challenges experienced with inclusive education in schools, we acknowledge the limitations of this study concerning the specificity of the context under examination and the restriction of both disabled and non-disabled participants in the study, which restricts access to the discourse present in PE classes.In this regard, the reflections presented here intend primarily to contribute to, or echo, the deconstructions and reimagining of disability within PE classes.
followed distinct interview guides with open-ended questions developed by primary researcher.The scripts for both individual and group interviews conducted prior to the Paralympic sports unit included questions like: What is your experience in PE class?What are your expectations regarding the ideal PE class?In what ways do you think the disabled student (mentioning the disabled student by name) should participate in PE class?Following the conclusion of the Paralympic sports classes, discussions with the participants commenced with the central question: What are your thoughts on the inclusion of Paralympic sports in PE classes?Subsequently, additional questions were formulated, including: Why do you believe Paralympic sports should or should not be integrated into PE classes?How should sports be addressed in PE classes?What characteristics should PE classes have for disabled students?

I
didn't expect to do this: the non-disabled student doing it 'normally' and then switching [between traditional and Paralympic sports in the same class].I thought only my way would change.So I really liked it.I wouldn't change anything because it really made an impact by showing both sides.