Abstract
Purpose. The purpose of this qualitative case study is to understand coaches' observations of how non-disabled students perceive disabled students, and the relationships between individuals of each population at a large public school setting using the inclusive sports program, Special Olympics Unified Sports.Methodology. A qualitative approach was used in gathering data as this case study enabled Unified Sports Coaching staff to share their personal experiences and insights on the impact the program had on social inclusion. The study was conducted throughout a large metropolitan school district. Purposeful snowball criterion sampling was utilized to gather participants for this study. Eight participants were selected to participate in this study.Findings. Examination of the qualitative data from the eight interviews have shown an increase in opportunity of extra curricula activities for students with disabilities, student relationships, and acceptance of differences between those with and without a disability, particularly through team camaraderie. Answers to 10 interview questions were carefully analyzed to provide an understanding of Coaching staffs personal experiences and insights on the impact Unified Sports had on social inclusion.Conclusions. Eight themes were developed from this study. Critical findings from this research have shown an increase in disability awareness and changed perception of students with disabilities. Unified Sports also created an opportunity for these students to participate in an organized sport. It developed meaningful relationships and built connections through trust, team bonding activities, and social interaction for students with and without a disability. Lastly, students with disabilities felt they had a sense of purpose and belonging and are made to feel part of a team.Recommendations. For future research, this study could be replicated in a smaller school district in less diverse regions, or rural areas. Next, considering a larger sample size to provide more robust results or directly exploring the firsthand perceptions of students with and without disabilities should be looked at. Lastly, looking into how inclusion decreases bullying on those with special needs should be considered.