Evaluating Disability Inclusivity in Accreditation Standards for Exercise Science-Related Programs: A Scoping Review.

Area of Science:

• Exercise Science
• Higher Education Standards
• Disability Studies

Background:

• Accreditation standards shape educational curricula for future professionals.
• Ensuring inclusivity in these standards is crucial for serving diverse populations.
• Previous assessments of disability inclusivity in exercise science programs are limited.

Purpose of the Study:

• To evaluate the extent of disability-related language within accreditation standards for U.S. exercise science programs.
• To identify gaps in current standards regarding disability education.
• To inform necessary revisions for improved inclusivity.

Main Methods:

• A scoping review of accreditation standards from four U.S. exercise science accrediting organizations.
• Classification of 1,043 standards using the World Health Organization's International Classification of Functioning, Disability, and Health (ICF) framework.
• Further analysis using open coding and specific definitions from the Centers for Disease Control and Prevention (CDC).

Main Results:

• Only 417 out of 1,043 standards (40%) included any disability-related language based on the ICF framework.
• Using a CDC definition, 27% addressed "knowledge of" disability, and only 6% addressed "application of" knowledge.
• A significant majority (65%) of standards contained no disability-related language.

Conclusions:

• Current exercise science accreditation standards demonstrate a significant lack of disability inclusivity.
• Educational curricula may not adequately prepare future fitness professionals to work with individuals with disabilities.
• There is a critical need to revise accreditation standards to incorporate comprehensive disability education.