Experiencing reverse inclusion in sport: pedagogical and educational perspectives in university education
DOI:
https://doi.org/10.7346/sird-1S2025-p130Keywords:
reverse inclusion, sports educators, special education and pedagogy, university educationAbstract
Contemporary pedagogical thinking recognises inclusive sport as a privileged context for developing complex professional skills and promoting an educational culture capable of valuing difference. This paper presents a university training experience carried out as part of the Sport and Disability course of the Master’s Degree in Preventive and Adapted Motor Activities Sciences and Techniques, focusing on a theoreticalpractical lesson in sitting volley conceived as an example of reverse inclusion (Ramsden, 2023; Hutzler et al, 2016). The proposal, structured according to the principles of Universal
Design for Learning (CAST, 2011; Magnanini & Sánchez Utgé, 2025; Lieberman et al., 2020) and the Infusing Approach (DePauw & Karp 1994, Rizzo, Broadhead & Kowalski 1997; Townsend, Huntley, Cushion & Culver, 2022; Maulini, 2024), integrated technical and disciplinary content, athlete testimonials, practical experience and moments of shared reflection, taking the form of a situated and professionalising learning device. Qualitative analysis of the responses of 29 students, collected through a questionnaire with openended questions, showed that participation helped to remove stereotypes about disability, consolidate disciplinary knowledge and develop an ethical and relational awareness of the role of the sports educator, supporting authentic and transformative learning processes (Mezirow, 2016).
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Copyright (c) 2025 Claudia Maulini
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