One of the difficult barriers encountered by children with disabilities (CWD) is low level of acceptance by their peers. Negative attitudes and low levels of acceptance result in CWD being excluded in activities, including physical education. Despite benefits in gross motor development and sense of belonging in some CWD in inclusive physical education, the majority of CWD continue to have negative experiences in class related to low acceptance from peers. Social isolation, rejection, as well as having “competency and physical ability questioned,” account for some of the negative experiences for CWD. Physical integration alone may not impact on children without disabilities' acceptance levels due to the fact that children still lack the knowledge and awareness about the capabilities of their peers with disabilities. To increase social awareness, understanding, and acceptance toward CWD, disability awareness programs should focus on “abilities” rather than limitations of individuals with disabilities. Disability sports can be used as disability awareness activities in physical education curricula, emphasizing the abilities of individuals with disabilities. However, there is no empirical evidence to support disability sports as an effective tool to teach disability awareness. Therefore, the purpose of this study was to examine the effects of implementing disability sports on the general acceptance, acceptance of inclusive physical education, and knowledge, of students without disabilities in the physical education setting. One hundred twelve students, aged 13-15 years, participated in a disability sport unit. The disability sport unit was developed to consist of five days of physical education lessons. Each lesson was approximately 40 to 50 minutes long. The six classes were randomly assigned to (a) disability sport only, (b) disability sport plus stigma sensitivity, or (c) control group. The results of the 2 x 3 x 2 (test by treatment by gender) repeated measure ANOVAs indicated that there was three-way statistical significance for general acceptance [F(2, 103) = 9.13, p < .001, h2=.15], as well as significant three-way interaction for knowledge [F(2, 106) = 8.93, p < .001, h2=.14]. The follow up post-hoc analyses indicated that there were significant differences between the control group and two experimental groups on both variables, but there were no statistical differences between the experimental groups. The results indicated that a disability sport awareness unit could positively impact on students without disabilities' levels of general acceptance and knowledge of people with disabilities.Keyword(s): adapted physical activity, curriculum, physical education PK-12