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For Madison, sport has always been more than just a hobby. It has been a lifelong passion.

As a wheelchair user, Madison (Year 11) has never let that stop her from being active, competitive and driven.

“I compete in wheelchair racing (athletics), play tennis and more recently have had the opportunity to be a development player in the National Women’s Wheelchair Basketball League for the Perth Wheelcats,” said Madison.

“Whilst it comes with difficulties of custom equipment and maintenance, sport in a wheelchair for me, generally, is very freeing, is an outlet for exercise and has fostered many opportunities for me.”

In her final years of schooling, Madison set her sights on studying Physical Education Studies ATAR to deepen her understanding of sport and grow as an athlete.

However, the course presented a unique challenge: students studying Physical Education (PE) Studies ATAR must be assessed in a practical sport, and there was no existing assessment model for wheelchair sport.

Brooke Haendel, Sport, Health and Physical Education teacher at All Saints’ College, was eager to support Madison in her studies and help redefine the course and assessment model to suit her needs.

“Every student deserves access to meaningful learning opportunities that reflect their passions and strengths,” said Brooke. “Madison had a clear interest and talent in wheelchair tennis and basketball. Excluding her from PE Studies ATAR simply because the system wasn’t built for her would have been a disservice.”

“We saw it as an opportunity to advocate for inclusive education and to challenge the limitations of traditional assessment models,” added Brooke.

However, Madison wasn’t surprised by the lack of an inclusive model.

“It is common to be marked against standards meant for able-bodied students which is unfair,” she said. “As grades in the more senior years of school tend to matter more, I believe lots of people with disabilities have missed out on taking PE courses because of the standardised marking.”

In Semester 1, Madison chose tennis as her practical sport. She worked one-on-one with coach Dwayne Augustin from Manning Tennis Club, who helped her develop her skills in wheelchair tennis. Together, Dwayne and Brooke redesigned her assessment outline to make sure she could be fairly assessed, focusing on her skills in wheelchair tennis.

“We had to ensure that the modified tasks still aligned with the ATAR outcomes, particularly in areas of skill execution and tactical awareness,” said Brooke.

“To do this, we relied heavily on Dwayne, an expert in wheelchair tennis and adaptive sports. Accessibility, fairness and rigour were key considerations; the goal was to create an assessment that was both equitable and challenging.”

In Semester 2, the PE Studies class are exploring basketball. To ensure Madison can participate alongside her peers, the College has partnered with ReboundWA to run a series of wheelchair basketball sessions for the whole class.

“That idea grew from a desire to shift the culture of the classroom from accommodation to celebration,” said Brooke. “We wanted Madison’s peers to not just understand her sport, but to experience it. By introducing wheelchair basketball to the whole class, we created a shared experience that fostered empathy, teamwork and respect.”

“It also helped dismantle stereotypes and showed students that adaptive sports are not just different – they’re dynamic, competitive and incredibly skilled,” added Brooke.

While her classmates will be assessed in able-bodied basketball, Madison will be assessed in wheelchair basketball—a sport she’s deeply passionate about and has played for many years. To support her journey, the College has engaged Georgia Inglis, an Australian wheelchair basketball player, to coach Madison and help redesign the ATAR assessment model to suit her unique pathway.

“I’m grateful for the opportunity to be assessed in a sport I love,” said Madison.

“It’s amazing to see the College making these changes to support students like me.”

Beyond the court, Madison is thriving in the theoretical side of the course, learning about sport science, exercise physiology and psychology which is helping her grow as an athlete.

“Inclusion isn’t about making exceptions; it’s about reimagining systems so that everyone belongs,” said Brooke.

“Supporting students with diverse needs requires creativity, collaboration and a willingness to challenge the status quo. When we centre student voice and passion, we create learning environments that are not only more inclusive but also more inspiring for everyone.”

Madison’s journey is a powerful example of what’s possible when education adapts to meet the needs of all students. Her message to others is clear: “Wheelchair sport has changed my life. It has taught me so many skills and connected me to an amazing group of people. I would encourage students of all abilities to pursue their interest in PE Studies. It teaches you skills for life, and you never know how much you are capable of until you try!”