A critical realist analysis of ableism in physical educators’ and administrators’ conceptualizations of inclusion

Disabled children are often marginalized in physical education (PE) leading to negative physical activity experiences. Employing reflexive thematic analysis within a critical realist ontology, this study seeks to move beyond descriptive accounts of PE gatekeepers stated beliefs to interrogate the stratified mechanisms that generate those beliefs and the inequitable practices they sustain. More specifically, semi-structured interviews were employed with 21 U.S. practitioners (12 administrators, 9 PE teachers) to probe gaps between inclusion policy and practice using a critical ableism lens to examine how these gatekeepers conceptualize inclusion and how these conceptualizations shape policy and practice. From this analysis, four interrelated themes were constructed: (1) ‘medicalized and paternalistic constructions of disability’, (2) ‘institutional marginalization of PE’, (3) ‘unified PE and performative inclusion’, and (4) ‘the road to intentional inclusive practices is intentional inclusive policies’. Our results suggest system-level change is required, including professional learning addressing ableism, co-planning processes that recognize disabled students and PE teachers as experts, and policy frameworks that define inclusion by participation, acceptance, and belonging. Implications for practice, policy, and future research are discussed.