This proposal addresses the need for disabled sport to be brought into the mainstream curriculum, which requires a policy change. – The Covid-19 pandemic has singled out disabled children as being unable to access physical exercise. – School aged children with a disability, in mainstream education, are frequently unable to access physical education. Sometimes an idea is so simple and straightforward that it makes you think ‘how come this hasn’t happened before?’ This is such a case as I make realistic and concrete suggestions for measures that would achieve huge benefits for children with a disability. Context The Covid-19 pandemic has highlighted many challenges for us as a country. However, one challenge that has been a problem long before the pandemic, and exacerbated more because of Covid, is the need for physical exercise. We need exercise, not only for our health but also for our mental wellbeing. Sadly one group in society is being denied this. Disabled people, now more than ever are falling behind in society. What I propose is that we aim to change this situation by starting from the very beginning, in schools. During my time as a university student, I saw first-hand how disabled school children are missing out on what the government class as a priority in primary/secondary curriculum for physical education. Example: A child with Cerebral Palsy. This child reached Year 4 without ever being allowed to join in with a PE lesson with the rest of their peers. Instead, the child was expected to do more of the three main core subjects or to have physio. This is not an isolated case. Many disabled children don’t get the opportunity to join in with PE and have to do extra core subjects or physio instead. This was also my experience during my school years. Although physio is important for a disabled child’s health, it cannot be considered the same or a replacement for physical exercise and the benefits gained from this. The benefits encourage their mental wellbeing and their confidence as part of society by being included in an activity with their peers. Disabled children should be treated equally with the rest of society. Back in March 2020, when the UK was put into lockdown, the need and importance for children to take part in physical exercise, was even more of a necessity. School aged children’s learning moved online with home schooling being the “new” norm. With this “new” norm came PE lessons with Joe Wicks, which attracted both adults and children of all ages. There was no alternative for online PE lessons that catered for children or adults with a disability. This seems particularly unfair as most of this group were, and still are, classed as “clinically extremely vulnerable” by the UK Government. The children in this group had to shield in their homes and were unable to go for their one hour of daily exercise. Disabled children were denied a chance to engage in physical exercise. This denial also has a negative impact on the physical and mental wellbeing of those children; as yet again they are missing out on something their peers are getting the chance to do. Some argue that disabled children would not be aware that they are missing out. However, with online lessons being discussed over the TV and media platforms, it is hard for these children to not realize that these lessons are not aimed at them. Most disabled children are fully aware of their environment and are also able to access various forms of media. The Proposal I propose that we bring disabled sport into the mainstream school curriculum. I speak from both a disabled student’s point of view and as a Sport, Coaching and Physical Education Degree Graduate. More and more disabled children are being encouraged to go into mainstream schools, yet this means a greater number are missing out on physical education. Currently, with the way the PE curriculum is set out, disabled children have to adapt to an able-bodied world. By bringing disabled sport into the curriculum, it would mean that able-bodied children could learn to adapt to their disabled peers. Not only would this make the school environment equal, it would mean that the able-bodied children would get the opportunity to learn and understand what disabled life is like, whilst having fun at the same time. From personal experience, I can tell you that introducing able-bodied children to disabled sport at a young age gives them a better understanding of disability as they grow up. It would also appear this makes able-bodied children more accepting and respectful to those who are a little different to them. To bring disabled sport into PE lessons would be straightforward and even easy. It is just a case of adapting what they already do. – Volleyball can become sitting volleyball, with the children using a lighter ball until they get more comfortable with the game. – Boccia is a form of sitting bowls that allows ALL children to take part. – Goalball was developed for players with a visual impairment and can be played by all children sitting and wearing blindfolds. The only equipment needed is a ball with a bell in it. These sports encourage children to learn about strategies and contribute to their fine and gross motor skills. Conclusion I could present many other examples to show that disability sport would benefit all ages and abilities, in terms of physical and mental health, strategic thinking, flexibility, creativity, teamwork and empathy. As the government is aware, obesity is on the rise from a young age and this could contribute to a reduction in these figures. In light of the Government’s latest public survey for the National Strategy for Disabled People. This policy change becomes even more important! In turn, disability sport would also lead to a more equal and tolerant society.
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