Maria Luiza Tanure Alves

Understandings of disability are rooted in fundamental definitions of what it means to be human, with significant consequences for how the value of human life is perceived in our society (Goodley, ...

This study analyses how inclusion is addressed in initial teacher training of pre‐service physical education teachers in Chile, exploring the tools provided to address the diversity of students. The perceptions and experiences of programme directors and faculty from four Physical Education teaching programs were examined using a qualitative approach and a case study design, with interviews (26) and focus groups (4) as the primary data collection methods. The results identify three key dimensions for effective inclusive teacher training. The ecological dimension addresses interactions among educational system stakeholders; the human dimension focuses on the attitudes, values and competencies required of pre‐service teachers; and the practical dimension emphasizes concrete experiences in diverse contexts. Furthermore, the importance of initial and continuous training is highlighted, considering the unique characteristics of the subject area and encouraging continuous professional development in inclusion. In conclusion, academics perceive inclusion as a fundamental human right that promotes equal opportunities and the active participation of all students; therefore, it is necessary to reinforce initial teacher training programmes with a focus on the integration of early practices that allow the development of skills for inclusion and the need for supervised support for physical education teachers in training. A call is made to review systemic coherence and redesign curricula to align all courses towards the authentic inclusion of diversity within the current educational system.

This study aims to verify the agreement of the wheelchair triceps (WcT) test in face-to-face and synchronous remote formats at two different times in people with spinal cord injury (SCI). Twenty participants with SCI performed the test in their daily-use wheelchair, following standardised conditions. The WcT test was conducted in two formats and two attempts: face-to-face (FtF1 and FtF2) and synchronous remote (sR1 and sR2), totalling four assessments. The face-to-face assessment took place in a controlled environment under direct supervision, while the synchronous remote assessment was conducted via video call, ensuring real-time guidance and verification. Standardised pre-test instructions were provided, including guidelines on diet, hydration, and physical activity. Data analysis included Intraclass Correlation Coefficient (ICC) for reliability, paired t-tests for format comparison, and Bland-Altman analysis for agreement (p < 0.05). Both formats demonstrated excellent test-retest reliability in the FtF1 and sR1 (ICC = 0.977) and FtF2 and sR2 (ICC = 0.978) assessments, indicating high consistency. No significant differences were found between face-to-face and synchronous remote assessments (p > 0.05). A Bland-Altman analysis showed minimal bias (-0.05 to 0.05) and agreement within acceptable limits, confirming strong agreement between formats. The WcT test shows excellent agreement when comparing its face-to-face and synchronous remote formats in people with SCI, suggesting that the test can be performed remotely without compromising the accuracy of the results.

This study focuses on the experiences of female Paralympic athletes in Brazil through the lens of feminist disability studies. It is a qualitative study, grounded in the voices of disabled women, positioning them as the foundation of knowledge within a post-structuralist epistemological framework. The research involved in-depth interviews with four Brazilian Female Paralympians, conducted using a predefined interview guide, and the data were analyzed using thematic content analysis. The athletes were between 25 and 34 years of age and had experience competing in international competitions. From their narratives, two distinct yet interconnected categories emerge: (1) Being a disabled woman and (2) Like sportswomen. Disabled women have shown that they navigate an ableist and sexist society as disabled women within the context of sport; at the same time, they embody an empowered and inspirational identity as sportswomen. By exploring these perspectives, this study highlights the need to challenge and redefine societal perceptions and expectations surrounding disability. It provides insights into the experiences and agency of female Paralympic athletes.

People with spinal cord injuries (SCI) face barriers to physical activity, which a synchronous tele-exercise program aims to overcome. To assess strength, physical activity levels, and quality of life in people with SCI following a synchronous tele-exercise program. Ten people with SCI (T3 = 1; T4 = 2; T6 = 2; T7 = 1; T10 = 2; T12 = 2) participated in a 12-week tele-exercise program, consisting of three weekly sessions focused on strength training. Before and after the intervention, participants underwent a strength test and completed the Physical Activity Scale for Individuals with Physical Disabilities (PASIPD) and the World Health Organization Quality of Life Questionnaire (WHOQOL-BREF). Paired t-tests were applied, except for the psychological domain, which was analyzed using the Wilcoxon test. The results of the strength test showed an increase in the number of repetitions between the pre- (19.7 ± 7.0) and post-intervention moments (25.1 ± 7.3; P < 0.001). The tele-exercise program identified an increase in the level of physical activity compared to the pre- (3.0 ± 2.0) and post-intervention (6.8 ± 3.4 MET h/week; P = 0.002) moments. In quality of life, there was an increase in scores in all domains: physical, psychological, environmental, and social. Despite the nominal increase, the physical domain showed no differences (P = 0.475). Synchronous tele-exercise is a viable approach for this population, improving strength, physical activity levels, and quality of life in people with SCI.

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.

The journey of Brazilian female Paralympians transcends mere statistical increases in women’s participation. Behind the modest athlete growth lies the reality of women who are doubly marginalized by the intersection of gender and disability in an arena tailored for able-bodied men. Our study aimed to catalyze critical discourses surrounding the historical trajectory of Paralympic women’s sports. Through a comprehensive documentary analysis based on the Brazilian Paralympic Committee’s official documents from 1976 to 2021, we sought to shed light on this complex scenario. Numerically, Brazil’s representation comprised 229 women who, predominantly, had physical impairments and engaged in individual sports. In addition to a sporting legacy deeply entrenched in physical rehabilitation with limited opportunities for team-based sports, we observed negative influences stemming from ableist and sexist narratives. A thorough investigation into Paralympic milestones revealed a multitude of social barriers and highlighted the significant impact of societal changes in reshaping athletic opportunities and challenging traditional stereotypes.

Este trabalho buscou investigar a carreira esportiva de mulheres atletas de voleibol sentado que participaram dos Jogos Paralímpicos Rio 2016, com o objetivo de reconhecer o percurso esportivo das atletas. É uma pesquisa qualitativa, descritiva, de caráter exploratório e retrospectivo. A amostra foi composta por quatro atletas, foi utilizado questionário, entrevista semiestruturada, apoiados pelo uso de timeline. A análise dos dados foi realizada a partir da Análise Qualitativa do Conteúdo. Observamos que o esporte enquanto carreira aparece após a lesão física, como parte do processo de reabilitação. No entanto, há dupla carreira profissional para essas atletas devido à instabilidade da carreira esportiva, sendo o ápice quando há convocação para a seleção brasileira. Não foi identificado um preparo para o encerramento da carreira esportiva. A carreira esportiva é uma forma de reabilitação e inserção social, ao mesmo tempo em que não se configura como trabalho de dedicação integral das atletas, que têm outros empregos.