Inequality as Natural Phenomenon: A Critical Reflection on Physical Education for Disabled Students Through the Lens of Ableism

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Abstract
Physical education (PE) has failed to meet the inclusive ideals of equity and participation for all students. Questions on the role of PE in the schools and its official knowledge, curriculum, and values are critical concerns given the exclusion experienced by disabled students. In this viewpoint, we propose a critical reflection on school PE and the role of ableism constraining the engagement of disabled students in PE and sports. Our discussion is grounded in a critical disability-studies framework and takes two major points into account: (a) the legitimate knowledge within PE and (b) its underlying ability system. The pursuit of equitable education for disabled students demands consideration not only of meaningful pedagogical practices but, above all, of meaningful knowledge provision. Such changes mandate the recognition and affirmation of disabled identity and their individual and collective expression through PE and sports.

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