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5 Following the example of other social movements, disability activists adapted the discourse of identity politics and multiculturalism to redefine societal notions of normality and to promote disability as an acceptable, even celebrated, form of social difference (Barnes and Mercer 2001; Davis 2002; Shakespeare 2006; Tregasis 2002; Wendell 1996). In this way, the disability-rights movement challenged the conventional view that disability is a “perversion of the human condition,” an unrelenting tragedy that propels victims into the depths of despair (Camilleri 1999: 849).
This inclusive approach, argued disability-rights advocates, would not only benefit students with disabilities but other students as well. Students with disabilities in integrated learning environments would likely be held to higher standards of achievement than in segregated classrooms, which would improve their later life chances of success. The other students would learn the value of compassion and gain experience interacting with people of varying limitations. The academic achievement of the nondisabled students might even be enhanced, too.
Paralympians are at times disgruntled that the Special Olympics receives more publicity and that the public does not seem to understand the difference between these two sport competitions (Berger 2008b; Juette and Berger 2008). Although the Special Olympics are competitive, they are not in the same league as the Paralympics, which are intended for elite athletes who train and compete with the same level of dedication and intensity as their able-bodied Olympic counterparts (Nixon 2002). The Game of Wheelchair Basketball In 1891, James Naismith, a physical-education teacher at a YMCA training school in Springfield, Massachusetts, invented the game of basketball so that white Christian youths could have a competitive sport to play indoors during the winter months (Naismith 1996; Wideman 2001).