ABSTRACT
The Disability Rights Movement gained momentum after the end of the Second World War, prompting international organizations such as the United Nations to advocate for the recognition and expansion of fundamental rights for people with disabilities. These key international declarations recognized basic human rights for persons with disabilities generally, and specifically, rights of children with disabilities to an education. Physical education and physical activity are essential components of the educational experience for children and students with disabilities. In addition to international declarations and treaties, numerous individual nations have also enacted legal protections for people with disabilities. For example, in the United States (US) multiple federal laws protect people with disabilities (including children and students), most notably Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act, and the Individuals with Disabilities Education Act. As each nation enacts new legislation as part of global disability awareness initiatives or continues to create and expand existing national protections, the foundational legal theories and protections will vary greatly from one nation to another but are likely to also feature shared or common themes using a rights-based approach and reinforcing the principles of inclusion. Understanding the history of the disability rights movement, the international declarations related to disability rights and education, and the US laws and regulations applicable to creating and protecting these important rights are vital for adapted physical educators and school administrators.
