This episode of JohnChat features a live recording of the host’s speech delivered at the Sports Administration’s training workshop for university sports directors. The topic was “Future Strategies and Development of Adapted Sports in Higher Education Institutions.” The purpose was to introduce directors and administrators of university sports offices to the key issues that should be considered when promoting adapted sports on campus. Key Content and Highlights: 1. The Necessity and Legal Basis of Adapted Sports Sports equality as a core goal: The primary mission of establishing the Department of Sports Development is to ensure that persons with disabilities have the right to sports. Equality in sports must go beyond slogans and be genuinely experienced by people with disabilities. Rising numbers of students with disabilities in higher education: Despite declining overall enrollment, the number of special education students (with disabilities) is increasing yearly, now exceeding 16,000 and moving toward 20,000. Legal obligation: Article 38 of the Special Education Act clearly states that adapted physical education is a necessary service for students. Failure to provide this service, or exempting students from it, essentially constitutes a violation of the law. Inclusion and human rights model: Taiwan promotes inclusion, seeking to integrate students with disabilities into the community. Outdated charity or medical models should be abandoned in favor of the social and human rights models, which emphasize the joy and rights of students with disabilities to participate in PE, sports teams, and athletic events. 2. Strategies and Challenges for Universities Teaching and conflict prevention: Students with certain disabilities (e.g., learning disabilities, autism, emotional/behavioral disorders) often face conflicts in PE classes. Without adequate special education knowledge, PE teachers may find it difficult to interact safely, increasing the risk of accidents. Trend toward inclusive teaching: Today, 96% of special education students are in mainstream schools. Those who make it to university mostly grew up in regular classes, including PE. Therefore, PE teachers should be capable of inclusive teaching. Strengthening teacher capacity: Due to university autonomy, most faculty lack opportunities for professional development in adapted PE. Institutions must take this seriously and provide training and capacity-building. Facility improvement and student participation in decision-making: Universities should optimize sports facilities (e.g., installing pool transfer chairs) and collaborate with resource centers to survey the needs and satisfaction of students with disabilities, ensuring their involvement in decision-making and evaluation. Elevating the status of sports: Sports should not be treated as a luxury, decoration, or expendable item, but rather as a necessity and daily essential. Valuing services for special populations strengthens the educational role of university sports and secures its place on campus. 3. Promoting Inclusion in Major Competitions Participation of students with disabilities in the National Intercollegiate Athletic Games (NIAG): The speaker called for opening NIAG to students with disabilities, based on the human rights model, to encourage their participation in teams and clubs. Since NIAG’s purpose is to make sports enjoyable for all students nationwide, excluding students with disabilities from major competitions makes it difficult for coaches, clubs, and sports offices to motivate them to engage. -- Hosting provided by SoundOn