Inclusive Service-Learning: contributions from an acrosport programme for university students with and without intellectual disabilities

Raquel Aguado-Gómez^*María-Teresa Calle-MolinaIsmael Sanz-Arribas

• Autonomous University of Madrid, Madrid, Spain

In an increasingly globalised and diverse world, inclusion is a crucial pillar of social development. Creating environments where everyone feels valued, respected and supported is important for personal and social development. This article analyses the possibilities for training and inclusion provided by an acrosport service-learning project based around shared learning by all participants. University students from a Physical Activity and Sports Sciences (PASS) programme participated in this project, implementing an inclusive acrosport training programme for students with intellectual disabilities from the university's own Training for Labour Market Inclusion and for students from the Bachelor's Degree in Primary Education with a specialization in Physical Education (BPE-PE). This research used a qualitative methodological design that made it possible to approach the participants' perspective. A variety of information collection instruments were used: individual interviews, a focus group, field journals and learning journals. The results showed that participating in inclusive environments benefited the participating students with intellectual disabilities and the future PE teachers. The former group learned about acrosport and positively valued the sessions' inclusiveness as this enabled them to meet new people and make connections outside class in a university setting with people who do not have disabilities and they experienced feelings that they identified as positive. As for the students without disabilities who played the role of teachers, they felt that their learning of the content was more meaningful and they felt more self-confidence when designing and implementing inclusive sessions.Finally, the participants without disabilities (in the roles of teacher and student), felt that they had transference at an academic and professional level of what they learned and that the inclusive experience made them reject stereotypes about people with disabilities. They also regard having established links with people from various programs as being positive and experienced positive feelings from having participated in the project.