A Study of Poverty in Physical Education for Persons 
with Disabilities-Based on Spatial Justice Theory

Gaochenmengze; Mai Qi; Gaochenhuize*

doi:10.70711/neet.v2i11.6075

A Study of Poverty in Physical Education for Persons with Disabilities-Based on Spatial Justice Theory

Gaochenmengze , Mai Qi, Gaochenhuize*

Abstract

This study examines poverty in physical education for people with disabilities, focusing on the role of spatial justice theory in addressing the barriers that limit the participation of people with disabilities in physical activity. By examining the inaccessibility of physical,
digital, and social dimensions in sport space, the paper reveals that spatial justice deficits exacerbate inequalities in physical education opportunities for people with disabilities. Through case studies and theoretical insights, the study proposes multidimensional approaches to promote
spatial justice, including enhancing accessibility, ensuring accessibility of information communication, and improving the quality of accessible social services. Ultimately, the study aims to contribute to the development of inclusive policies and practices that enable persons with
disabilities to fully participate in physical education, thereby promoting their overall well-being and social inclusion.

Keywords

Spatial justice theory; Persons with disabilities; Physical education; Accessibility; Inclusive policies

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References

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DOI: http://dx.doi.org/10.70711/neet.v2i11.6075

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