🏅 ⛷️ 🏒 🎿

Teacher's Guide to the Paralympics

Understanding Adaptive Sports, Inclusion, and Athletic Excellence
🏆 🎯 🥇 ♿

Perfect Timing: The 2026 Winter Paralympics open March 6, 2026 in Milan-Cortina, Italy!

Grade Levels: K-5 (with age-appropriate differentiation)

Subject Areas: Social Studies, Science, Math, Arts, Physical Education

Core Themes: Inclusion, Perseverance, Innovation, International Cooperation, Disability Rights

🎯 Why Teach About the Paralympics?
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The Paralympics offer a powerful opportunity to teach elementary students about diversity, perseverance, innovation, and the true meaning of athletic excellence. With the 2026 Winter Paralympics beginning March 6 in Milan-Cortina, Italy, this is a perfect moment to engage students with current events while exploring deeper themes of inclusion and human capability.

Educational Value

The Paralympics Teach Students That:

  • Disability is a natural part of human diversity, not something to fear or pity
  • Adaptation and innovation solve problems and expand possibilities
  • Athletic excellence comes in many forms and challenges assumptions
  • International cooperation and respect transcend differences
  • Barriers are often created by society, not by individuals

Connection to Standards

Teaching about the Paralympics addresses multiple educational standards:

  • Social Studies: History of civil rights movements, international cooperation, cultural diversity, geography
  • Science: Human body systems, adaptive technology, biomechanics, materials science
  • Mathematics: Data analysis, measurement, statistics, problem-solving
  • English Language Arts: Research skills, persuasive writing, media literacy, oral presentations
  • Physical Education: Movement concepts, sportsmanship, inclusive activities

Why Now?

The 2026 Winter Paralympics in Milan-Cortina (March 6-15, 2026) provide a timely hook for learning. Students can:

  • Follow athletes competing in real time
  • Connect classroom learning to current global events
  • Celebrate the 50th anniversary of the first Winter Paralympics (1976)
  • Explore Italy's geography, culture, and role as host nation
  • Witness history as new records are set and barriers broken
💬 Cultural Sensitivity and Language
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Teaching about disability requires thoughtfulness, respect, and an understanding that language preferences vary within the disability community itself.

Person-First vs. Identity-First Language

There is ongoing discussion within the disability community about language preferences:

Person-First Language (PFL)

Emphasizes the person before the disability: "person with a disability," "athlete with a visual impairment"

Rationale: Highlights humanity and personhood first, avoiding defining individuals solely by their disability

Often preferred when: Discussing children, working in formal educational or medical contexts, or when individual preference is unknown

Identity-First Language (IFL)

Puts the disability first: "disabled person," "blind athlete," "autistic student"

Rationale: Recognizes disability as an integral part of identity and culture, not something negative to separate from personhood

Often preferred: By many disability rights advocates, particularly within Deaf, Blind, and Autistic communities

Best Practice for Elementary Teachers:

When individual preference is unknown, you may use either approach respectfully. The Paralympics themselves use both. Most importantly:

  • Teach students that both approaches are valid and the choice belongs to the individual
  • Model asking people their preferences: "How would you like me to refer to your disability?"
  • Focus on respect, not rigid rules
  • Explain that preferences vary even within disability communities

What the International Paralympic Committee Uses

The IPC uses terms like "Para athletes," "athletes with disabilities," and specific descriptive terms like "visually impaired athletes." They emphasize focusing on athletic achievement rather than disability.

Teaching Approach by Grade Level

🌟 Grades K-1: Simple, Respectful Language

Use straightforward, respectful terms without extensive explanation of language debates:

  • "Athletes with disabilities" or "disabled athletes"
  • "People who use wheelchairs"
  • "Athletes who are blind or can't see well"

Focus: "Everyone's body is different, and that's okay. Athletes find ways to play sports that work for their bodies."

🌟 Grades 2-3: Introduce the Concept of Respect

Explain that different people prefer different words, and we should be respectful:

  • Teach both "person with a disability" and "disabled person"
  • Explain: "Just like some people prefer different nicknames, people have different preferences about words"
  • Practice asking: "What words do you use to describe yourself?"

🌟 Grades 4-5: Deeper Understanding

Introduce the concept that language reflects values and identity:

  • Teach the terms "person-first language" and "identity-first language"
  • Discuss why people might prefer each approach
  • Connect to other aspects of identity (race, culture, gender) where people choose how they're described
  • Emphasize that respecting individual preferences is most important

Do's and Don'ts

✅ DO

  • Focus on athletes' achievements and abilities
  • Use the terms Paralympic athletes use for themselves
  • Emphasize adaptation and innovation
  • Teach that disability is part of human diversity
  • Show Paralympic sports as legitimate competitive athletics
  • Invite people with disabilities to share their experiences
  • Use terms like "accessible" rather than "handicapped"
  • Say "uses a wheelchair" not "confined to a wheelchair"

❌ DON'T

  • Use outdated or offensive terms like "handicapped," "crippled," "invalid," "wheelchair-bound"
  • Focus excessively on inspiration or pity ("so brave," "overcoming")
  • Present Paralympics as lesser than Olympics
  • Assume all people with disabilities prefer the same language
  • Use disability as a metaphor for limitation ("blind to the truth," "fall on deaf ears")
  • Speak about disability without including disabled voices
  • Compare Paralympic achievements to non-disabled standards as if they're inferior

Addressing Common Misconceptions

  • Misconception: "Paralympic athletes are inspiring just for participating."
    Reality: Paralympic athletes are elite competitors who train intensively and compete at the highest levels of their sports.
  • Misconception: "People with disabilities need to be 'fixed' or 'overcome' their disability."
    Reality: Many disabled people don't want to be 'fixed' and see disability as a natural part of human diversity. The focus should be on removing societal barriers.
  • Misconception: "All people with disabilities use wheelchairs."
    Reality: Disabilities are diverse and include visual, intellectual, physical, and other impairments. Many are invisible.
📜 Paralympic History: From Hospital to Global Stage
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The Paralympic Games have a remarkable origin story that teaches students about innovation, perseverance, and how one person's vision can change the world.

The Visionary: Dr. Ludwig Guttmann

Dr. Ludwig Guttmann (1899-1980)

Born: July 3, 1899, in Tost, Germany (now Toszek, Poland)

Background: German-Jewish neurologist and neurosurgeon

Legacy: Founded the Paralympic Movement and transformed treatment of spinal injuries

His Story: Ludwig Guttmann was a successful neurosurgeon in Germany until the Nazi regime restricted his medical practice because he was Jewish. In 1939, just before World War II began, Guttmann and his family fled Nazi Germany with help from the Council for Assisting Refugee Academics. They settled in Oxford, England, where he continued his spinal injury research.

Revolutionary Work: In 1944, the British government asked Guttmann to establish the National Spinal Injuries Centre at Stoke Mandeville Hospital to treat injured World War II servicemen and women. At that time, spinal cord injuries were often considered a death sentence, not from the injury itself but from complications like bedsores and infections.

The Innovation: Guttmann introduced physical activity and sports as essential parts of rehabilitation. This was revolutionary, experts believed patients with spinal injuries should remain still and inactive. Guttmann believed movement, competition, and sport were critical to physical and psychological recovery.

July 29, 1948: The First Competition

On the same day as the opening ceremony of the 1948 Summer Olympics in London, Dr. Guttmann organized the first Stoke Mandeville Games. Sixteen injured servicemen and women (fourteen men and two women) competed in archery. This small competition was the beginning of the Paralympic Movement.

Guttmann's Vision: "The time will come when this event will be as important as the Olympic Games themselves."

His prediction came true in ways he might never have imagined.

Growth of the Movement

  • 1948: First Stoke Mandeville Games with 16 British athletes in archery
  • 1952: First international competition when Dutch veterans joined British athletes
  • 1960: First official Paralympic Games in Rome, Italy (following the Summer Olympics in the same city) with 400 athletes from 23 countries
  • 1976: First Winter Paralympic Games in Örnsköldsvik, Sweden
  • 1988: Paralympics held in same host city as Olympics (Seoul, South Korea) for first time
  • 2001: IOC and IPC formalize agreement to hold Paralympics in same city as Olympics
  • 2024: Paralympic torch relay officially begins at Stoke Mandeville (like Olympic flame begins at Olympia)

The Name "Paralympics"

The name combines the Greek prefix "para" (meaning "alongside" or "parallel") with "Olympics." The Paralympics run parallel to and alongside the Olympics, emphasizing equal athletic excellence.

Stoke Mandeville: The Paralympic Birthplace

Just as Olympia, Greece is sacred to the Olympic Movement, Stoke Mandeville Hospital in Buckinghamshire, England holds special significance for the Paralympics:

  • The Paralympic flame has included a "heritage flame" lit at Stoke Mandeville since 2012
  • Beginning in 2024, all Paralympic torch relays officially start at Stoke Mandeville
  • A bronze statue of Dr. Guttmann stands at Stoke Mandeville Stadium
  • The London 2012 Paralympic mascot was named "Mandeville" in honor of the hospital

Teaching Moments from This History

🌟 For All Grades

Refugee Story: Dr. Guttmann was a refugee who fled persecution and used his skills to help his new country. This teaches about:

  • Contributions of refugees and immigrants
  • Standing up against injustice
  • How one person can make a global difference

🌟 Grades 2-3: Persistence and Innovation

Focus on how Dr. Guttmann didn't give up when others said his ideas wouldn't work. Connect to growth mindset and problem-solving.

🌟 Grades 4-5: Historical Context

Connect to World War II history, the Holocaust, civil rights movements, and how attitudes toward disability have evolved. Discuss how sports became a tool for social change.

From 16 Athletes to 4,500+

Today, the Summer Paralympics feature over 4,500 athletes from 160+ countries competing in 22 sports. The Winter Paralympics feature approximately 665 athletes competing in 6 sports. The Paralympics are now the world's second-largest sporting event, watched by billions of people worldwide.

⛷️ 2026 Winter Paralympics: Milan-Cortina
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The Milano Cortina 2026 Paralympic Winter Games will be held March 6-15, 2026 in Northern Italy, marking several significant anniversaries and milestones.

Key Facts

  • Dates: March 6-15, 2026
  • Location: Milan and Cortina d'Ampezzo, Italy (plus several other venues in Lombardy and Northeast Italy)
  • Athletes: Approximately 665 athletes from 163 National Paralympic Committees
  • Sports: 6 winter sports
  • Events: 79 medal events
  • Opening Ceremony: March 6, 2026 at the historic Verona Arena (entitled "Life in Motion")
  • Closing Ceremony: March 15, 2026 at Cortina Olympic Ice Stadium (entitled "Italian Souvenir")

Special Significance

50th Anniversary: The 2026 Games mark the 50th anniversary of the first Winter Paralympics, held in Örnsköldsvik, Sweden in 1976.

Return to Italy: These will be Italy's third Paralympic Games (after Rome 1960, the first-ever Paralympics, and Turin 2006 Winter Paralympics) and first time co-hosting between two cities (Milan and Cortina d'Ampezzo).

The Six Sports

1. Para Alpine Skiing

Athletes ski downhill at high speeds, navigating gates and obstacles. Competitions include slalom, giant slalom, super-G, downhill, and combined events. Athletes compete in sitting, standing, or visually impaired categories. Athletes with visual impairments ski with guides who communicate directions.

Number of events: 30

Venue: Tofane Alpine Skiing Centre, Cortina d'Ampezzo

2. Para Snowboard

Athletes race down a course filled with jumps, berms, and rollers. Includes snowboard cross and banked slalom. Athletes with lower limb impairments use modified snowboards and may use outriggers for balance.

Number of events: 10

Venue: Livigno Snow Park, Livigno

3. Para Cross-Country Skiing

Athletes race long distances across varied terrain, requiring endurance and technique. Athletes compete in sitting, standing, or visually impaired categories. Includes sprint, middle distance, and long distance races.

Number of events: 20

Venue: Tesero Cross-Country Skiing Stadium, Tesero

4. Para Biathlon

Combines cross-country skiing with target shooting. Athletes ski between shooting ranges where they must hit targets while their heart rates are elevated from skiing. Visually impaired athletes use acoustic signals to aim at targets.

Number of events: 18

Venue: Tesero Cross-Country Skiing Stadium, Tesero

5. Para Ice Hockey (Sled Hockey)

Fast-paced team sport played on sleds. Players sit in specially designed sleds and use two sticks, each with a pick end for propulsion and a blade for shooting and passing. Athletes have impairments affecting their lower limbs.

Number of events: 2 (men's and women's tournaments)

Venue: Multiple ice arenas in Milan area

6. Wheelchair Curling

Team sport where players slide stones across ice toward a target. Players deliver stones from stationary wheelchairs. No sweeping is allowed. New for 2026: Mixed doubles event debuts!

Number of events: 2 (mixed team event and new mixed doubles)

Venue: Palazzetto dello Sport, Milan

The Paralympic Torch Relay

The torch relay runs February 24 - March 6, 2026:

  • Flame will be lit at Stoke Mandeville Hospital (the birthplace of Paralympics) in England
  • 501 torchbearers will carry it across 2,000 kilometers (1,200 miles)
  • Route includes Cortina d'Ampezzo, Venice, and Padua before arriving at the Verona Arena
  • The torch is made of recycled aluminum and bronze, designed in Italy

The Mascot: Milo

Milo is a brown stoat (a type of weasel) who was born in the mountains of Italy without a leg. He uses his tail creatively to help him lead a normal life, demonstrating ingenuity, willpower, and creativity. His sister Tina is the Olympic mascot. Milo's name is short for Milano!

How to Watch

Coverage varies by country. In the United States, check NBC Sports and Paralympic.org for streaming options. Many events will be available with live commentary in multiple languages.

Geography Connection

Use the 2026 Games to teach about Italy:

  • Milan: Italy's fashion and financial capital in northern Italy
  • Cortina d'Ampezzo: Mountain resort town in the Dolomites
  • Verona: Historic city, home to Romeo and Juliet, with ancient Roman arena
  • The Dolomites: Mountain range in northeastern Italy, UNESCO World Heritage Site
  • Lombardy: Region of Northern Italy known for Alps, lakes, and cities
📚 Grade-Level Teaching Approaches
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Each grade level should approach the Paralympics with age-appropriate focus, vocabulary, and depth of understanding.

🌟 Grades K-1: Celebrating Differences and Abilities

Core Message: Everyone's body is different, and that's wonderful. Athletes find ways to play sports that work for their bodies.

Key Concepts:

  • People's bodies work in different ways
  • Athletes train hard and work as teams
  • There are many ways to do the same activity
  • Being different is normal and good

Vocabulary:

  • Athlete, sport, team, practice, wheelchair, guide, sled, adaptive equipment

Activities:

  • Watch short video clips of Paralympic sports and discuss what students notice
  • Read picture books about Paralympic athletes
  • Create drawings of Paralympic athletes in action
  • Learn to count in Italian for the 2026 Games location (uno, due, tre...)

Discussion Questions:

  • What sports do you see these athletes playing?
  • How are their bodies moving?
  • What tools or equipment do they use?
  • How do you think they feel when they win?

🌟 Grades 2-3: Innovation and Problem-Solving

Core Message: Paralympic athletes and engineers solve problems creatively to make sports accessible. Disability is part of human diversity, and barriers can be removed through innovation.

Key Concepts:

  • Adaptation: changing something to make it work better
  • Technology helps solve problems
  • There are different types of disabilities (physical, visual, intellectual)
  • Practice and determination lead to improvement
  • Paralympic history: from hospital to global event

Vocabulary:

  • Paralympics, adaptation, prosthetic, visual impairment, guide, classification, innovation, accessible, determination

Activities:

  • Simple timeline of Paralympic history (1948, 1960, 1976, today)
  • Compare Olympic and Paralympic versions of same sport (alpine skiing)
  • Design challenge: How could you adapt a playground game for someone who uses a wheelchair?
  • Map activity: Locate Italy, Milan, and the Dolomite mountains
  • Math connection: Calculate time differences for watching live events from Italy
  • Write postcards to Paralympic athletes or draw pictures of favorite sports

Discussion Questions:

  • How do athletes adapt equipment to play their sports?
  • What problems did Dr. Guttmann solve?
  • Compare wheelchair curling and Olympic curling. What's different? What's the same?
  • Why do you think the Paralympics are important?

🌟 Grades 4-5: Athletic Excellence and Social Justice

Core Message: Paralympic athletes are elite competitors who challenge assumptions about ability. The Paralympics represent both athletic achievement and disability rights advocacy.

Key Concepts:

  • Paralympic athletes train as intensely as Olympic athletes
  • Classification systems ensure fair competition
  • Disability rights movement history and connection to Paralympics
  • Social model of disability: barriers are created by society, not by individuals
  • Biomechanics and sports science in adaptive sports
  • Global cooperation and international competition

Vocabulary:

  • Classification, biomechanics, prosthetic, adaptive technology, disability rights, accessibility, accommodation, civil rights, perseverance, elite athlete

Activities:

  • Research project on a specific Paralympic athlete (current or historical)
  • Detailed timeline connecting Paralympics to disability rights movements
  • Science investigation: How do sit-skis work? How do prosthetic limbs attach?
  • Math: Analyze Paralympic records over time, create graphs showing improvement
  • Writing: Persuasive essay on why Paralympics matter or biography of Dr. Guttmann
  • Compare media coverage of Olympics vs Paralympics (discuss representation)
  • Virtual tour of Stoke Mandeville Hospital and Paralympic heritage sites
  • Follow specific events during 2026 Games, track medal counts by country

Discussion Questions:

  • How do classification systems ensure fair competition?
  • What assumptions do people make about disability? How do Paralympic athletes challenge those?
  • How has society's view of disability changed since 1948?
  • What barriers still exist for people with disabilities?
  • How do Paralympic athletes' training compare to Olympic athletes?
  • Why might someone prefer identity-first language versus person-first language?
🎨 Cross-Curricular Activities
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Social Studies

Geography: Following the Games

All Grades: Create a map showing Italy and the specific venues for the 2026 Games. Mark Milan, Cortina d'Ampezzo, Verona, and other locations.

Grades 4-5: Research participating countries, create flags, learn about different National Paralympic Committees.

History: Timeline of Disability Rights

Grades 2-3: Simple timeline showing 1948 (first Stoke Mandeville Games), 1960 (first Paralympics), 2026 (current Games)

Grades 4-5: Extended timeline including Americans with Disabilities Act (1990), other civil rights legislation, connection to broader civil rights movements

Current Events: Following the 2026 Games

Create a class "newsroom" that follows specific events during March 6-15, 2026:

  • Daily medal count updates
  • Athlete profiles and interviews
  • Record-breaking achievements
  • Human interest stories

Cultures: Italian Culture and Traditions

Connect the Paralympics to learning about Italy:

  • Italian language basics (numbers, greetings, sports terms)
  • Italian geography (Alps, Dolomites, Po Valley)
  • Italian food and culture
  • Why Italy has hosted three Paralympic Games

Science

Biomechanics: How Bodies Move

K-1: Simple exploration of how bodies move (bending, stretching, balancing)

2-3: How muscles and bones work together; compare human movement in different sports

4-5: Detailed study of biomechanics in Paralympic sports, how adaptive equipment changes movement patterns

Engineering: Adaptive Technology

Explore how engineers design adaptive sports equipment:

  • Prosthetic limbs (materials, attachment, function)
  • Wheelchairs (sports wheelchairs vs everyday wheelchairs)
  • Sit-skis (mono-skis, dual-skis, outriggers)
  • Guide systems for visually impaired athletes

Design Challenge: Create a prototype of adaptive sports equipment using craft materials

Physics: Speed, Force, and Motion

Grades 4-5:

  • How do sit-skiers reach such high speeds?
  • What forces act on a curling stone?
  • How does friction affect different sports?
  • Why is aerodynamics important in alpine skiing?

Human Body: The Senses

Study how athletes with visual impairments compete:

  • How do other senses compensate?
  • Acoustic systems in biathlon
  • Verbal communication between guides and athletes
  • Spatial awareness and proprioception

Mathematics

Data and Statistics

K-1: Simple counting (athletes, medals, countries)

2-3: Bar graphs showing medal counts by country, comparing different events

4-5: Analyze Paralympic records over time, calculate percentages, create multiple types of graphs, compare Olympic and Paralympic participation rates

Measurement

Practice measurement concepts using Paralympic contexts:

  • Time: race times, improving personal bests
  • Distance: ski course lengths, target distances in biathlon
  • Speed: calculating speeds in alpine skiing
  • Temperature: Celsius vs Fahrenheit for Italian weather

Problem Solving

Word problems based on Paralympic scenarios:

  • If a Para alpine skier completes a course in 58.3 seconds and another in 59.1 seconds, who won and by how much?
  • A biathlon race is 12.5 km long. If an athlete averages 4.2 minutes per kilometer, what's their total time?
  • 665 athletes compete across 6 sports. About how many athletes per sport?

English Language Arts

Reading and Research

K-1: Picture books about Paralympic athletes or disability inclusion

2-3: Short biographies of Paralympic athletes, news articles about Games

4-5: Extended research projects, reading multiple sources, evaluating media coverage

Writing Activities

Different writing genres using Paralympic themes:

  • Narrative: Imagine you're a Paralympic athlete competing in Milan-Cortina
  • Informative: Explain how a specific Paralympic sport works
  • Persuasive: Why should your school learn about the Paralympics?
  • Biography: Research and write about Dr. Guttmann or a current athlete
  • Poetry: Poems about perseverance, movement, or human diversity
  • Journalism: News articles reporting on Paralympic events

Speaking and Listening

  • Class presentations on different Paralympic sports
  • Debates: Should Paralympics receive equal media coverage as Olympics?
  • Interview practice: Students act as sports journalists covering the Paralympics, writing questions they would want to ask a real athlete
  • Podcast creation: Class Paralympic "broadcast" during March 2026

Arts

Visual Arts

  • Draw or paint Paralympic athletes in motion
  • Design Paralympic posters for 2026 or future Games
  • Create disability awareness posters for school
  • Study Paralympic symbols and agitos (the Paralympic logo)
  • Photography project: accessibility in your school/community

Performing Arts

  • Create a class play about Dr. Guttmann's story
  • Design an original sport that any body could play, then demonstrate it
  • Music and movement activities exploring the many ways our bodies can move
  • Reader's theater with Paralympic athlete biographies
👥 Parent and Community Engagement
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Inviting parents and community members with disabilities to share their experiences enriches classroom learning and provides authentic perspectives.

Inviting Speakers with Disabilities

Key Principle: People with disabilities are experts on their own experiences. Nothing about disability should be taught without including disabled voices.

How to Extend Invitations Respectfully

  • Be Clear: Explain the learning goals and how their perspective would benefit students
  • Offer Flexibility: Virtual visits, recorded videos, or in-person, whatever works best
  • Discuss Comfort Level: What topics do they want to address? What questions are appropriate?
  • Provide Support: Ensure venue is accessible (ramps, elevators, accessible restrooms)
  • Prepare Students: Teach respectful question-asking and active listening beforehand
  • Compensate: Offer honorarium or gift when possible; people's time and expertise have value

Preparing Students for Guest Speakers

Before the visit:

  • Review respectful language and question-asking
  • Discuss: focus on the person's accomplishments, interests, and experiences, not just their disability
  • Practice: "How did you become interested in adaptive sports?" vs "What's wrong with your legs?"
  • Remind: It's okay to be curious, but always be respectful

Sample appropriate questions:

  • What sports or activities do you enjoy?
  • How did you get interested in [activity]?
  • What's something you wish people understood about [disability/accessibility]?
  • What advice would you give to students?
  • Are there any accommodations or tools that help you in daily life?

Connecting with Local Adaptive Sports Programs

Many communities have adaptive sports organizations that welcome school partnerships:

  • Local Paralympic sports clubs
  • Adaptive recreation programs through parks and recreation departments
  • Wheelchair basketball leagues
  • Sled hockey programs
  • Special Olympics chapters (note: Special Olympics is separate from Paralympics, serving athletes with intellectual disabilities)

Partnership Ideas

  • Field Trips: Visit adaptive sports practices or competitions
  • Demonstrations: Invite teams to demonstrate wheelchair basketball or sled hockey
  • Try It Days: Organizations often have equipment for kids to safely try adapted sports
  • Fundraising: Support local adaptive sports programs through school fundraisers
  • Pen Pals: Connect with athletes through letters or video messages

Disability Etiquette for Students and Families

✅ DO

  • Speak directly to the person, not their companion or interpreter
  • Ask before helping; people often don't need or want unsolicited assistance
  • Make eye contact and use normal voice tone
  • Be patient and listen attentively
  • Ask questions respectfully if appropriate
  • Focus on the person, not the disability
  • Respect personal space and assistive equipment (wheelchairs, canes, service animals)

❌ DON'T

  • Touch wheelchairs, canes, or service animals without permission
  • Make assumptions about what someone can or cannot do
  • Speak louder or slower unless asked
  • Ask invasive questions about medical history or "what happened"
  • Use terms like "wheelchair-bound," "confined to," "suffers from"
  • Pat someone's head or treat adults like children

Family Learning Activities

Watch the Paralympics Together

Send home family viewing guides for the March 6-15, 2026 Games:

  • Schedule of events (adjusted for time zones)
  • Sports explanations
  • Discussion questions for families
  • Athlete profiles to follow

Community Accessibility Audit

Families explore their community together:

  • Which stores have ramps and accessible entrances?
  • Are crosswalks equipped with audio signals?
  • Do restaurants have accessible seating?
  • Are parks and playgrounds accessible?

Students report findings and discuss how communities can improve accessibility.

Resources for Families

  • Paralympic.org - Official International Paralympic Committee website with athlete profiles, videos, history
  • TeamUSA.com/Paralympics - US Paralympic team information
  • Disability Rights Education and Defense Fund (DREDF) - Educational resources
  • National Center on Disability and Journalism - Language guide
  • Local disability advocacy organizations
💭 Discussion Questions by Theme
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About Athletic Excellence

  • What makes someone an elite athlete? (dedication, training, skill, competition)
  • How do Paralympic athletes train for their sports?
  • Why is it important to focus on what athletes CAN do rather than what they can't?
  • How do athletes and coaches solve problems to make sports accessible?
  • What similarities do you see between Olympic and Paralympic athletes?

About Diversity and Inclusion

  • How are all people similar? How are we different?
  • What does it mean to say disability is part of human diversity?
  • How can we make our classroom/school more inclusive?
  • What barriers exist that make it hard for people with disabilities to participate?
  • How do assumptions about disability affect people?

About Innovation and Technology

  • How do engineers design adaptive sports equipment?
  • What materials are best for different types of equipment?
  • How has technology changed Paralympic sports over time?
  • What problems still need to be solved?
  • How do Paralympic innovations help people in everyday life?

About History and Social Change

  • How did Dr. Guttmann change people's ideas about disability?
  • Why was using sports as therapy a revolutionary idea in 1948?
  • How have attitudes toward disability changed over time?
  • What connection exists between Paralympics and disability rights?
  • Why is representation in sports important?

About Fairness and Classification

  • Why do Paralympic sports have different classifications?
  • What makes competition fair?
  • How are Paralympic classifications similar to age groups or weight classes in other sports?
  • Why do athletes compete against others with similar disabilities?

About Personal Growth

  • How do Paralympic athletes show us what excellence looks like?
  • How do you feel when you accomplish something difficult?
  • What can we learn from Paralympic athletes about what it takes to compete at the highest level?
  • How can we support each other when facing challenges?
  • What does it mean to have a growth mindset?
📖 Resources for Educators
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Official Paralympic Resources

Educational Materials

  • Paralympic School Day: Free educational program with lesson plans and activities (check Paralympic.org)
  • Classroom Olympic and Paralympic Games: Inclusive PE curriculum
  • National Paralympic Heritage Trust: Historical archives and educational resources about Stoke Mandeville

Children's Books About Paralympics and Disability

Picture Books (K-2):

  • This Is How We Play by Caroline Cupp and Jessica Slice (Celebrates disability and adaptation)
  • You're So Amazing! by James Catchpole and Lucy Catchpole (disability identity and boundaries)
  • Just Ask! by Sonia Sotomayor (different disabilities, inclusive community)
  • We Move Together by Kelly Fritsch, Anne McGuire, Eduardo Trejos (Navigating physical spaces)

Chapter Books (Grades 3-5):

  • Born Different by Amit Ghose (Disability, confidence, & kindness)
  • Show Me a Sign by Ann Clare LeZotte (Deaf/Hard of hearing)
  • Rolling Warrior by Judith Heumann (Activism)

Video Resources

  • Paralympic YouTube Channel: Official videos, athlete features, full event coverage
  • "Rising Phoenix" (Netflix documentary): History of Paralympics, appropriate for upper elementary with guidance
  • Sport Explainer Videos: Milano Cortina 2026 has short videos explaining each Paralympic sport
  • Athlete Profile Series: Short documentaries about individual Paralympic athletes

Language and Disability Awareness

Adaptive Sports Organizations

  • Move United: US adaptive sports organization
  • Challenged Athletes Foundation: Provides equipment grants
  • BlazeSports America: Youth adaptive sports programs
  • Disabled Sports USA: Community-based programs
  • Local organizations: Search for wheelchair sports, adaptive recreation, or Paralympic sports clubs in your area

Historical Resources

  • Stoke Mandeville Archives: Buckinghamshire Archives holds Dr. Guttmann's papers and Paralympic history
  • National Paralympic Heritage Trust: Museum and collections at Stoke Mandeville Stadium
  • Wellcome Collection: Ludwig Guttmann archives and photographs

Academic Research (For Teacher Background)

  • Smith, B., & Thomas, N. (2013). "The inclusion of elite athletes with disabilities in the Olympic Games"
  • Brittain, I. (2016). "The Paralympic Games Explained" (comprehensive academic overview)
  • DePauw, K., & Gavron, S. (2005). "Disability Sport" (textbook on adaptive sports)

Classroom Posters and Visual Aids

  • Paralympic symbols and agitos
  • Classification chart for Paralympic sports
  • Timeline of Paralympic history
  • Paralympic values: Determination, Courage, Inspiration, Equality
  • Respectful language poster (person-first and identity-first examples)
📚 Sources and Citations
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This guide was created by THIS MONTH™ and draws on information from the following sources:

Paralympic Official Sources

Historical Sources

Disability Language and Cultural Sensitivity

Educational Standards and Best Practices

  • American Psychological Association. Publication Manual: Bias-Free Language Guidelines
  • National Center on Disability and Journalism. Disability Language Style Guide
  • Council for Exceptional Children. Universal Design for Learning Guidelines

Note on Language: This guide uses both person-first and identity-first language respectfully, reflecting the diversity of preferences within disability communities. We acknowledge that language preferences vary and encourage educators to discuss this topic with students and honor individual preferences.

This guide was created by THIS MONTH™

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