Inclusive Sports
Where Friendships Grow
Summary | At Eastview High School, the hallways are full of high-fives and real friendships between students with and without intellectual and other developmental disabilities (IDD). What started as one volleyball game in 2017 has grown into a program with over 150 students. Today, Eastview offers inclusive classes in sports, art, cooking, and even music. These programs help students see each other as family rather than just classmates.
Walking through the halls of Eastview High School, a 2,200-student public school in suburban Minneapolis, offers a glimpse into teenage life in five-minute increments throughout the day. When the bell rings, students pour out of classrooms and into the hallways, navigating their way to the next period while greeting friends, chatting with teachers, stopping by lockers or restrooms, and checking their phones.
Eastview is a diverse school, with students representing a wide range of racial, cultural, and socioeconomic backgrounds. Among them are our center-based special education students, who spend more than 60% of their day in special education classes with individualized, intensive support. These students move through the hallways both independently and with paraprofessional support during these highly social transitions.
What stands out, however, is not just their presence but their connection. You’ll see students exchanging high-fives, smiling and laughing as they walk alongside friends. You’ll hear peers greeting them by name and calling out, “See you later in class.” These interactions extend beyond passing time in the hallways into shared spaces like the cafeteria, where student engagement is authentic, natural, and inclusive.
Sonya Roe, a special education teacher at Eastview and a champion for inclusive education, recalls volunteering at the Special Olympics Track & Field State Tournament in 2017. There she witnessed her first Unified volleyball game. She was excited, inspired, and determined to bring Special Olympics Unified Sports®programming back to Eastview. After just one enthusiastic meeting and a unanimous decision, a proposal was written, and our first Unified course was created. The Unified Physical Education (Unified PE) class brings together students with and without disabilities to learn with and from each other. Students develop skills, participate in games, build social connections, and, at times, engage in friendly competition. The program experienced rapid growth, and today more than 100 Unified partners (general education students) and more than 50 special education students are enrolled in the course during the current school year.
Students at Eastview High School appreciate the opportunity to participate in Unified Physical Education classes.
One former student told Roe that the program connected them with a community that they will forever be a part of. The experience was so meaningful that he went to medical school and launched an adapted triathlon in Rochester, Minnesota, for individuals with physical and intellectual disabilities.
Another graduate reflected that his time in Unified PE helped shape his career path. He is graduating from college this spring with degrees in health and physical education and adapted physical education, and is now seeking a teaching position in developmental adapted physical education (DAPE).
These are just two examples among many of students whose lives have been meaningfully and, in some cases, profoundly changed through their participation in Unified programming.
As our Unified PE programming became more fully embedded within the school, it was a natural progression to expand opportunities beyond the school day. Our developmental adapted physical education (DAPE) teachers began entering Unified teams in tournaments across the metro area. Basketball quickly emerged as an early favorite, with students competing with a spirit and intensity comparable to that of our state tournament-bound teams. Today, our offerings have grown to include a regular rotation of basketball, track and field, volleyball, and, most recently, flag football. Transportation challenges limit our ability to participate in additional events, as both availability and cost present barriers. We will continue to explore creative solutions to address these challenges.
After introducing Unified dance a few years ago, we broadened our programming this year to include Unified art, Unified cooking, and Unified keyboarding. Scott Gustafson, an Eastview High School art teacher, reported that expanding the offerings to include visual arts and other courses provided more accessible entry points for participation. Gustafson also said the activities allow for different types of expression, creativity, and collaboration. This helps to naturally level the playing field, making it easier for students to engage as equals and discover shared interests.
Gustafson said the programming helps students learn to lead and recognize others' needs. This can build a culture where support is relational and not transactional. Eastview business teacher Ericka Phelps loves seeing students grow and enjoys watching them support and encourage each other. On a recent public library field trip, Phelps heard from adults accompanying the students. They were impressed by the students’ confidence and ease as they navigated the library computers. Working with six different departments to staff and schedule our five Unified classes requires significant planning and coordination. Given the high levels of student engagement and the meaningful benefits for both general education and special education students, however, we remain strongly committed to building and sustaining a high-quality program. We are fortunate to have the support of our building principal, who prioritizes staffing across all five elective areas, and the special education department, which provides both co-teaching and para-professional support.
Our students have responded very positively to the expanded Unified elective offerings. They are forming meaningful connections and friendships that might not otherwise occur. One of our special education students commented that they liked Unified because they got to meet new students every quarter and these new friends began to feel like family. Looking ahead, we are focused on expanding the visibility and outcomes of Unified programming across our school community. One of our primary goals is to increase awareness so that all students and staff understand the purpose and value of inclusive experiences. Beyond participation in Unified classes, we aim to cultivate a broader culture of inclusion, one in which connection, respect, and belonging are visible in classrooms, activities, and everyday interactions throughout the school. We also aim to continue growing participation and leadership opportunities so that more students can experience the impact of Unified programming.