Toward a Conceptual Understanding of Inclusion as Intersubjective Experiences

Inclusion has become a global buzzword relating to education policy and practice. Mostly, it is tied to discussions about access and opportunities in education spaces as well as school policies and the curriculum decisions and pedagogical actions of teachers. As part of this critique, we propose defining inclusion as intersubjective experiences associated with feelings of belonging, acceptance, and value that are dynamic, ephemeral, spatial, and in flux. Here, we advocate for centering the experiences and amplifying the voices of disabled children and young people in and about education spaces, while acknowledging the wider social forces that structure those spaces, as only disabled young people can explain how they feel in the educational spaces where they find themselves

Male autistic youth experiences of belonging in integrated physical education

Abstract The study examined the subjective experiences of autistic youth regarding the role of peer interactions and relationships in feelings of belonging in integrated physical education classes. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. Eight autistic youth (all male, aged 13–18 years) who had received most of their physical education in integrated classes acted as participants. Semi-structured interviews were used to generate qualitative data, which were analyzed using a reflexive thematic approach. Findings are presented in three themes: (a) bullying can lead to self-harm and self-isolation, (b) peer interactions and relationships in the locker room, and (c) peer relationships are based on shared interests and take time to develop. Even though autistic students were educated in the same spaces as their non-autistic peers, feelings of belonging were largely unavailable to them. Lay abstract Recent years have seen calls to amplify the voices of autistic people in research about their subjective experiences. Despite this, we know little about how autistic youth experience integrated physical education, particularly in the United States. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. In this study, we sought to explore the perspectives of autistic youth toward their experiences in integrated physical education, and the roles of social interactions and relationships with peers in those experiences. Findings noted that several factors influenced the ways and extent to which our participants interacted with their peers during physical education. Unfortunately, most of our participants recalled experiencing bullying, and that physical education offered an environment where bullying was most frequent and comparatively unique compared to other contexts throughout the school day. The locker room, a space linked to physical education, was of particular concern because of a lack of teacher presence. Despite the negative views of and experiences in physical education, there was evidence of participants actively pursuing to connect with peers in this context. However, most instances where participants recalled pursuing friendship were not welcomed from others, which stunted their sense of belonging in this space. Given the role that belonging plays in what it means “to be included,” our research supports emerging ideas that even though autistic students were educated in the same physical spaces as their non-autistic peers, feelings of inclusion were largely absent

The authenticity of disability simulations through empathetic imaginings: the perspectives of visually impaired people

In this article, we amplify the voices of visually impaired people to explore the authenticity of simulating visual impairment (VI) as a means of developing empathy among sighted student teachers. Participants were nine visually impaired adults who read vignettes narrating simulation experiences of student teachers in a university setting before being interviewed. Interviews were conducted via telephone, and were recorded, transcribed, and analysed thematically. The discussed themes are: (1) Involving visually impaired people in simulations increases authenticity; (2) Visual impairment is too diverse and complex to be authentically replicated; (3) The suddenness and duration of the simulations are inauthentic; and (4) Removal of blindfolds compromises the authenticity of the experience. Most of our participants were sceptical that VI could ever be authentically simulated because it was too diverse and complex for sighted people to embody. However, given its potential for facilitating the pedagogical learning of student teachers, we propose the involvement of disabled people in the construction and, if possible, delivery of disability simulations and a change of focus relating to the aim, purpose and claims made about disability simulations. Specifically, we encourage a move away from endeavouring to simulate VI in order to live and embody it, towards teacher educators working with visually impaired people and using equipment such as blindfold and VI glasses to facilitate pedagogical learning that may be of value when teaching visually impaired and sighted pupils. In short, we should not claim to “simulate VI” but rather use specialist equipment for pedagogical purposes

Beyond spatial materiality, towards inter- and intra-subjectivity: conceptualizing exclusion in education as internalized ableism and psycho-emotional disablement

Of the little written about educational exclusion, much of it considers exclusion as disabled students experiencing less access, opportunities and participation in education when compared to their nondisabled same-aged peers. Our article aims to move beyond these narrow, parochial, and reductive postulates by centering the inter- and intra-subjectivities of disabled students to conceptualize exclusion as experiences with internalized ableism and psycho-emotional disablement that may (or may not) be experienced in any or all material and social spaces in education. We cast light on ableism and psycho-emotional disablement in education so that we and others can challenge, disrupt, and transform it given that it can impact negatively on the wellbeing of disabled students. We end by encouraging researchers to explore how ableism permeates the ideologies, discourses, logics, and traditions of education systems, and for policy makers, school leaders, and teachers to experience anti-disablism training and to adopt an anti-ableist perspective

‘It’s better than going into it blind’: reflections by people with visual impairments regarding the use of simulation for pedagogical purposes

Disability simulations have been advocated as a tool to facilitate pedagogical learning among prospective physical education (PE) teachers. However, much of the research currently available neglect the views of people with disabilities about the development and use of such simulations. To address this omission, this study used vignettes and telephone interviews to elicit the views of nine people with visual impairments (VI) regarding the value (or not) of simulating this impairment with prospective PE teachers. Data were analysed thematically and the following themes were constructed in the process: (1) Involving people with VI in simulations; (2) Diversity and complexity of VI; (3) Adapting learning activities; (4) Grouping pupils in relation to ‘ability’; and (5) Seeking the senses and touch as a pedagogical tool. Our findings suggest that simulating VI can (a) facilitate learning about how to plan and teach activities that are tailored to the needs and capabilities of pupils with VI thereby responding creatively to the challenges of inclusion in PE lessons, (b) broaden prospective teachers’ beliefs about ability beyond the physical to include the social, affective and cognitive domains, (c) act as a potential avenue for prospective PE teachers to develop more complex and nuanced views about VI and their own sightedness, and (d) contribute towards disrupting ocular centric, ableist notions of pedagogy in PE as a way of enhancing the meaningful experiences of pupils with VI in lessons. In closing, we reflect on the need for research into the ethics of constructing and delivering VI simulations without involvement from people living with this impairment

The Ableist Underpinning of Normative Motor Assessments in Adapted Physical Education

Background: Normative motor skill assessments occupy a privileged position in physical education scholarship and practice. So much so, in fact, they manifest as commonsense cultural arrangements in most movement contexts, including adapted physical education. The proliferation of such tools has generally been uncontested, until now. Purpose: We argue that normative motor skill assessments have ableist underpinnings and consequently may do more to subordinate, rather than empower disabled children. More specifically, we suggest that normative motor assessment tools and criteria, perhaps unintentionally, highlight what is perceived to be wrong, bad, and faulty about the ways disabled bodies look and move, thus reinforcing ableist norms and values relating to ability. Conclusions: We end by encouraging adapted physical education scholars and practitioners to critically reflect on ableist notions of ability, particularly as they relate to movement competence, and to work with disabled children because of their embodied experiences to co-design assessments that are more meaningful to disabled children

The purpose and value of a summer camp for visually impaired young people

Empirical research documents the benefits of summer camps for young people, including disability-specific or medical-speciality residential camps. Using an ethnographic approach which utilized observation and individual and group discussions with the visually impaired young people who attended a summer camp, their parents, and school teachers who staffed the summer camp, we build on the extant research here by exploring, for the first time, the purpose and value of a summer camp for visually impaired young people. The qualitative data generated from our research were subjected to thematic analysis. We discuss the summer camp in relation to the following themes: (1) The summer camp facilitates peer interactions and relationship development; (2) the mixing of age groups facilitates the development of life skills; and (3) the summer camp supports the recruitment of visually impaired young people to Fieldway School [pseudonym]

Pulmonary rehabilitation in idiopathic pulmonary fibrosis and COPD: a propensity matched real-world study

BACKGROUND: The adherence to and clinical efficacy of pulmonary rehabilitation in idiopathic pulmonary fibrosis (IPF), particularly in comparison to people with chronic obstructive pulmonary disease (COPD), remains uncertain. The objectives of this real-world study were to compare the responses of patients with IPF with a matched group of patients with COPD undergoing the same supervised, outpatient pulmonary rehabilitation program, and to determine whether pulmonary rehabilitation is associated with survival in IPF. RESEARCH QUESTION: Do people with IPF improve to the same extent with pulmonary rehabilitation as a matched group of individuals with COPD, and are non-completion of and/or non-response to pulmonary rehabilitation associated with one-year all-cause mortality in IPF? STUDY DESIGN AND METHODS: Using propensity score matching, 163 patients with IPF were matched 1:1 with a control group of 163 patients with COPD referred to pulmonary rehabilitation. We compared between-group pulmonary rehabilitation completion rates and response. Survival status in the IPF cohort was recorded over one-year following pulmonary rehabilitation discharge. Cox proportional-hazards regression explored the association between pulmonary rehabilitation status and all-cause mortality. RESULTS: Similar pulmonary rehabilitation completion rates (IPF: 69%; COPD: 63%; p=0.24) and improvements in exercise response were observed in both groups with no significant mean (95% confidence interval (CI)) between-group differences in incremental shuttle walk (ISW) change (2 (-18 to 22) meters). Pulmonary rehabilitation non-completion (hazard ratio (HR) (95%CI) 5.62 (2.24 to 14.08)) and non-response (HR (95%CI) 3.91 (1.54 to 9.93)) were independently associated with increased one-year all-cause mortality in IPF. INTERPRETATION: Compared with a matched group of patients with COPD, this real-word study demonstrates that patients with IPF have similar completion rates and magnitude of response to pulmonary rehabilitation. In IPF, non-completion of and non-response to pulmonary rehabilitation were associated with increased all-cause mortality. These data reinforce the benefits of pulmonary rehabilitation in patients with IPF

Universal design for learning in physical education: Overview and critical reflection

Universal design for learning (UDL) has been advocated for by adapted physical education scholars as a panacea to the challenges associated with teaching disabled and nondisabled students together in physical education. So much so that UDL currently occupies a privileged and largely unquestioned position in adapted physical education scholarship and practice, until now. To move scholarship forward, this article draws on published theoretical and empirical work relating to UDL generally and in physical education in particular to critically discuss the scientific research supporting, or not, the use of UDL as a so-called inclusive approach. We end this article with a call to action for scholars in this field, ourselves included, to conduct theoretically guided and empirically informed research relating to UDL in physical education, which adheres to established hallmarks of research quality that are tied to the ontological and epistemological assumptions of researchers because, at present, it is conspicuous by its absence

Whole-genome association analysis of treatment response in obsessive-compulsive disorder.

Up to 30% of patients with obsessive-compulsive disorder (OCD) exhibit an inadequate response to serotonin reuptake inhibitors (SRIs). To date, genetic predictors of OCD treatment response have not been systematically investigated using genome-wide association study (GWAS). To identify specific genetic variations potentially influencing SRI response, we conducted a GWAS study in 804 OCD patients with information on SRI response. SRI response was classified as 'response' (n=514) or 'non-response' (n=290), based on self-report. We used the more powerful Quasi-Likelihood Score Test (the MQLS test) to conduct a genome-wide association test correcting for relatedness, and then used an adjusted logistic model to evaluate the effect size of the variants in probands. The top single-nucleotide polymorphism (SNP) was rs17162912 (P=1.76 × 10(-8)), which is near the DISP1 gene on 1q41-q42, a microdeletion region implicated in neurological development. The other six SNPs showing suggestive evidence of association (P<10(-5)) were rs9303380, rs12437601, rs16988159, rs7676822, rs1911877 and rs723815. Among them, two SNPs in strong linkage disequilibrium, rs7676822 and rs1911877, located near the PCDH10 gene, gave P-values of 2.86 × 10(-6) and 8.41 × 10(-6), respectively. The other 35 variations with signals of potential significance (P<10(-4)) involve multiple genes expressed in the brain, including GRIN2B, PCDH10 and GPC6. Our enrichment analysis indicated suggestive roles of genes in the glutamatergic neurotransmission system (false discovery rate (FDR)=0.0097) and the serotonergic system (FDR=0.0213). Although the results presented may provide new insights into genetic mechanisms underlying treatment response in OCD, studies with larger sample sizes and detailed information on drug dosage and treatment duration are needed