Background

Norms of ableism and values of a physically fit body make some students vulnerable to prejudice in General Physical Education (GPE). Physical performance is valued before knowledge about physical activity when grading. Studies show that student’s with disability are academically and socially more successful if included in regular mainstream schooling. Adaptations necessary to facilitate inclusive education also benefit peers without disability. Teaching students with disability in GPE classes is everyday practice for Swedish PE teachers. This study describes how PE teachers teach to be able to grade students with disability in GPE.

Methods

Nine experienced physical educators teaching students with disability in secondary school GPE were interviewed in two focus groups. Qualitative content analysis was used to interpret meaning from the data. The analysis revealed two categories, using systematic teaching strategies and trying to regulate expectations.

Results

Grading students with disability with the same standardized grading criteria for all students is difficult. Skills and abilities are to be graded, but a conflicting issue is what causes what, is the disability causing actual limits to the performance or is the performance an outcome of achieved skills (nonskills). Irrespective of disability or non-disability, the PE teachers use systematic teaching strategies to collect assessment-based information. To be able to grade students with disability they set up long-term plans and provide opportunities to practice skills that are to be graded. To regulate students’ expectations, they communicate grading criteria by illustrating differences between grade levels. Adapting activities that can provide information for assessment teachers try to focus on what the student can do rather than on what they cannot do due to their restricted functional skills. Teachers agree that students with disability often overachieve. Grading students with disability, students’ theoretical knowledge about physical activity may compensate for documented physical restrictions.

Discussion

A competitive high-stakes grading system works against the strive for equity in inclusive education. Grading is subjective and equity is largely dependent on teachers’ knowledge about what to grade and their understanding of what causes what, i.e., ability versus disability. All students are graded in relation to the same fixed set of criteria and student progress should be mirrored in higher grades. However, further challenges are added to students with restricted functional skills to reach higher grades in PE, since the disability limits the advancement of physical performance. Grading of students with disability is unfair. To show student progress grading criteria should comply with adapted and feasible standards that fit individual abilities of students with disabilities.