A close inspection of kinesiology program curricula reveals that the rhetoric of special populations often uses colonist frames of thought. The consequence is a hidden curriculum that reinforces norm-other binaries that have stigmatizing affects. Instead of integrating the nuance of body sizes, abilities, ages, genders, and other sociocultural differences in all courses, these are often taught in one-off, optional courses within a curriculum and referred to or treated as “special populations.” For example, courses such as “Physical Activity for Persons with Severe Disabilities” or “Women & Sport.” Guided by intersectional approaches developed by Crenshaw (1990) and others, this presentation will invite the audience to engage in discussing the problematic nature of traditional approaches to, and how we might reimagine, the idea of ‘special populations’ across kinesiology curricula in higher education. In line with the conference theme, further framing of this discussion will by guided by indigenous methodologies of decolonization. Darnell & Hayhurst (2011) offer seminal strategies on how to integrate decolonization through research and sport that can be transferable to academic settings. Using these approaches, we can continue to take a critical look at narratives surrounding ‘special populations,’ the corresponding curriculum, and how we might reframe our practice.