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The purpose of this interpretative phenomenological analysis study was to explore the meaning persons who experience disability ascribed to disability simulations as a pedagogical tool. Reflective writing, one-on-one interviews, and field notes were used to gather information on disability simulation use in a required postsecondary kinesiology course. Seven people who use wheelchairs full time (3 men, 4 women), ranging in age from 28 to 44 yr (average age = 36) shared their perspectives. The thematic analysis revealed 3 themes. The theme "Disability Mentors Required" revealed the participants' collective questioning of their absence from the design and implementation of disability simulations. "Life Is Not a Simulation" illustrated the juxtaposition of disability reality and disability simulations. "Why Are They Laughing?" contrasted the use of fun as a strategy to engage students against the risk of distracting them from deeper reflection. Through the lens of ableism, the importance of disability representation in the development and implementation of disability simulations was affirmed as a means to deepen pedagogical reflexive-ness of their intended use. [ABSTRACT FROM AUTHOR]

The social meaning of a one-week residential summer sports camp to young people with visual impairments is described. The experiences of 13 youths (7 females and 6 males) with visual impairments (3 B1, 1 B2, and 9 B3) between 9 and 15 years of age were gathered using the phenomenological methods of focus groups, conversational interviews, and field notes. The thematic analysis revealed three themes: connected, reaching out, and resisting and acquiescing. Experiences of group membership and shared emotional connection to others with visual impairments surfaced in a supportive sport context although resistance to others' assumptions of ability was evident. The theory of psychological sense of community (McMillan & Chivas, 1986) provided the conceptual framework for interpreting the findings. [ABSTRACT FROM AUTHOR]