2025/09/25 by Fabián Arroyo‐Rojas, Sheyla Martínez Rivera, Lindsay Ball +2 · 1 voice
Social Sciences · Psychology · #Inclusion and Disability in Education and Sport #Hearing Impairment and Communication #Disability Rights and Representation
paper · doi:10.1177/1356336x251377271
openalex publication_date 2025/09/25 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/14
Research capturing the experiences of disabled people in physical education (PE) is on the rise. However, the available literature has given less consideration to disabled people representing various racial and ethnic groups. As such, the purpose of this study was to examine the intersubjective experiences of inclusion of Latina and Latino blind and visually impaired students in PE and the meanings ascribed to those experiences. The research approach was interpretative phenomenological analysis. Seven adults (two females and five males; 18–29 years of age) who identified as Latina or Latino, blind or visually impaired, and had previous experiences in integrated PE in the United States or its territories participated in this study. The analytical thematic development followed a four-step approach informed by the research design. Based on the analysis, the following three interrelated themes were constructed: (a) “They didn’t know what to do with me”: Teachers as barriers to feelings of inclusion, (b) “I wanted to be part of the group”: Social interactions, peer relationships, and sense of belonging, and (c) “Making my life easier is the best option”: Self-agency and empowerment to experience inclusion. The findings reported in this retrospective study are consistent with those in other geographical regions. Nonetheless, one key aspect is that some participants demonstrated resistance toward their experiences of exclusion, leading to a self-agency to demonstrate their presence in PE.