DECONSTRUCTING ABLEISM: PATHWAYS TO INCLUSION IN PHYSICAL EDUCATION CLASSES

Abstract

This chapter discusses inclusive pedagogical experiences within the context of Physical Education at school, with a focus on deconstructing ableism — a system of oppression that marginalizes people with disabilities by valuing them only through the logic of normality and productivity. The first proposal involved the creation of adapted materials and the practice of sports such as Amputee Football and Sitting Volleyball, allowing students to experience mobility challenges and reflect on the physical and attitudinal barriers faced by people with disabilities. The second experience addressed Autism Spectrum Disorder (ASD) through a sensory circuit simulating typical perceptual alterations, fostering empathy and raising awareness about diversity. The results show that active, playful, and reflective pedagogical practices, when intentionally guided by an anti-ableist perspective, enhance student agency, promote respect for differences, and strengthen an inclusive school culture. It is concluded that Physical Education, by adopting a critical stance against ableism, can become a privileged space for consolidating inclusion as an inalienable right within the school environment.