Despite the call for Comprehensive School Physical Activity Programs (CSPAPs) to meet the needs of all students (AAHPERD, 2013; CDC, 2013), there is little practical guidance within our professional literature that directly promotes the inclusion of students with disabilities.

Central to the conversation on the value of CSPAP for students with disabilities are matters of health and well-being. Because students with disabilities face multiple barriers including mobility, skill acquisition and accessing the physical space, creating an environment of inclusivity is essential (Brian, et al., 2017). As such, it is imperative that all educators and CSPAP leaders include students with disabilities into their thinking and planning. One framework supporting all children is Universal Design for Learning (UDL); (Rapp, 2014).

Universal Design for Learning is a strategy that can support the inclusion of all children to meet daily recommendations of moderate to vigorous physical activity (MVPA) and contribute to SHAPE America’s 50 Million Strong by 2029 commitment.  UDL’s concepts include multiple means of expression, representation and engagement. Most of all, it is a mindset that reinforces the need to provide equal opportunities to all of our students. Implementing UDL in educational settings will ensure that the physical, social, and learning environments are designed so that diverse learners are supported (Perez, 2014).

SHAPE America’s 50 Million Strong by 2029 commitment challenges each one of us to contribute to getting all of America’s children physically active, enthusiastic, and committed to making healthy lifestyle choices (SHAPE America, 2017). Of the approximately 50 million students presently attending America’s public schools, approximately 23 percent are estimated to be from immigrant and refugee backgrounds (Center for Immigration Studies, 2017). These young people face a myriad of challenges as they adapt to American culture. This includes navigating language, cultural barriers, stereotypes, along with negative attitudes regarding their residence and matriculation to the United States (National Center for Educational Statistics, 2017). With these students in mind, the following three considerations can help us meet our goal of improving the lives of all children regardless of race, gender, religion, or financial circumstances.

Get Educated
America, has a complex history regarding immigration and the treatment of immigrants. It’s a history that is politicized and routinely distorted (Culp, 2017). Data from the 2016 Current Population Survey (CPS) reported that immigrants and their U.S. born children number approximately 84.3 million people – nearly one-third percent of the overall U.S. population. Mexicans are the largest group of current immigrants in the country at 27%. Newer immigrants are largely represented from India (6%), China and the Philippines (5% each), El Salvador, Vietnam and Cuba (3% each), and the Dominican Republic, Korea, and Guatemala (2% each). Immigrants from these ten countries constitute roughly 60% of the U.S. immigration population. Other places of origin for immigrants in smaller percentages include Ireland (Northern Europe), France (Western Europe), Greece and Spain (Southern Europe), as well as Romania, Russia, Ukraine, and Bosnia (Eastern Europe).

Immigrants and refugees are often inaccurately perceived to be members of the same group. Generally, an immigrant is a non-native person who chooses permanent residence in a foreign country and has obtained the legal right to seek citizenship and take up employment. In contrast, a refugee is an individual who has been forced to flee his or her home country because of threat of war or persecution (United States Department of Homeland Security, 2017). Other designations include undocumented immigrants (who do not seek legal status for residency), asylees (people who meet the definition of a refugee and are already present in the United States not looking to return to their home country), and individuals who have been forcibly displaced (for reasons including population transfer, natural disaster, ethnic cleansing, deportation).

Several years ago, I was in my school hallway on the way to my mailbox, and noticed a young elementary child walk past a new student.  This new student had Autism and was engaging in self-stimulatory behavior as he moved along the hallway. The younger child appeared confused, worried and concerned for the student with Autism .

My school had just created a self-contained class for students with disabilities.  Because this was early October, it was early enough in the school year that for many of our students, this type of behavior was their first exposure to students with Autism and other disabilities.

My perplexed student watched as the stimming continued. She later approached me and asked, “What’s wrong with the boy who was screaming in the hallway? Is he okay?” Her question was so enlightening to me in many different ways. For starters, the child was genuinely concerned about the student and didn’t seem to have any idea what Autism was.

Overview

My grandkids have learned to read. They enjoy trying to solve math problems. But when I ask them what they have learned in physical education their answers are opaque. Mostly they tell me what they are doing in P.E.

In this short piece, I am suggesting that physical education teachers, and programs, should be able to describe at least some of what their students have actually learned in their classes. And the kids they are teaching should be able to show you what they have learned.

Physical education programs have a wide variability in the time allotted for classes, from a few days a year, to daily. Classes are also taught by specialists who have majored in physical education, and also by coaches and fitness specialists and classroom teachers.