ABSTRACT
Larry Washington is completing his degree requirements for K-12 certification in physical education. He has started his teaching internship and considers the inclusion of students with disabilities a challenge and an opportunity to put to work what he has learned in his physical education teacher preparation (PETE) program at the local university. Larry agrees with those who argue that inclusion should be considered a philosophical approach to implementing social justice in physical education classes so that all students are valued. In support of that argument, Larry decided to write his final project on social inclusion at the secondary level. He knew that his secondary internship placement at Southview Middle School would be a good place for this class assignment. Larry asked Mrs. Lewis, his cooperating teacher at Southview Middle School, if he could observe several of her classes to collect data for his final project. Mrs. Lewis agreed. Larry sought to determine the degree to which social inclusion occurred between students with physical disabilities (Shareef, Val, and Ana’) and their classmates. Larry was surprised by what he found, and now he has even more questions regarding the practicality of inclusion than before he started his final project.
