ABSTRACT

Much of the albeit limited research relating to disabled children and young people in sport, physical activity and physical education settings is from the perspective of teachers, school leaders, coaches, support assistants and special educational needs coordinators. While this research has undoubtedly contributed to developing a rich tapestry of knowledge about disability and sport, physical activity and physical education, the views and experiences of disabled children and young people are conspicuous by their absence. Thus, in this special issue, we showcase research that centres on the experiences and amplifies the voices of disabled children and young people. When reading these articles, we encourage you to reflexively consider the ways and extent to which your own research and practice endeavours to include, empower, and emancipate disabled children and young people. If nothing else, we hope that this special issue will encourage sport, physical activity and physical education scholars, especially those who ‘do not research disability’, to consider the significance of including disabled people as active participants in more general research studies.

摘要

大部分与体育、体育活动和体育教育环境中的残疾儿童和青少年相关的研究虽然有限，但大部分是从教师、学校领导、教练、支持助理和特殊教育需求协调员的角度进行的。虽然这项研究无疑有助于发展关于残疾和运动、体育活动和体育教育的丰富知识，但残疾儿童和青少年的观点和经历因缺席而引人注目。因此，在本期特刊中，我们展示了以经验为中心的研究，并放大了残疾儿童和青少年的声音。在阅读这些文章时，我们鼓励您反思性地考虑您自己的研究和实践努力包括、授权、解放残疾儿童和青少年。如果不出意外，我们希望本期特刊能鼓励体育、体育活动和体育教育学者，特别是那些“不研究残疾”的学者，考虑将残疾人作为积极参与者参与更一般的研究的意义。