Inclusion of students with disabilities in Physical Education: The Crossroads of Systemic Coherence

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dc.catalogadorgjm
dc.contributor.authorFierro Saldaña, Belén Efrata
dc.contributor.authorTreviño Villarreal, Juan Ernesto
dc.date.accessioned2024-10-30T14:52:37Z
dc.date.available2024-10-30T14:52:37Z
dc.date.issued2024
dc.description.abstractThis study aims to identify and comprehend the factors and pedagogical practices that facilitate or hinder the inclusion of students with disabilities in physical education classes at school, considering micro and macrosystemic levels. The methodology employed in this study was a case study approach, using an interpretative phenomenological analysis to construct thematic categories of analysis. These categories include: 1.Flexibility of the physical education teacher’s practices and strategies, 2. Teacher training, 3. Inclusive spaces and infrastructure, 4. Involvement of the educational community. The various data collection tools (interviews, focus groups and observations) allowed to portray and illuminate each of the topics of analysis and the contextual differences of the three schools analyzed. The findings demonstrate that inclusive strategies must be coherent and systemic in accordance with the contexts. However, it is possible to highlight inclusive strategies that reveal the importance of teacher commitment, the interconnected work between teachers and school management, the use of expeditious communication channels within the educational community and with governmental levels, the use of implements related to the practice of physical education and the use of the teacher’s voice as the primary agent for the implementation of inclusive learning strategies.
dc.fechaingreso.objetodigital2024-10-25
dc.format.extent11 páginas
dc.fuente.origenSIPA
dc.identifier.urihttps://doi.org/10.2478/pcssr-2025-0004
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88408
dc.information.autorucFacultad de Educación; Fierro Saldaña, Belén Efrata; S/I; 1092076
dc.information.autorucFacultad de Educación; Treviño Villarreal, Juan Ernesto; 0000-0001-6510-1302; 1031902
dc.language.isoen
dc.nota.accesocontenido completo
dc.revistaPhysical Culture and Sport. Studies and Research
dc.rightsacceso abierto
dc.rights.licenseCC BY-NC-ND 4.0 Attribution-NonCommercial-NoDerivatives 4.0 International Deed
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectInclusion
dc.subjectPhysical education
dc.subjectInfrastructure
dc.subjectCurricular adjustments
dc.subjectDisability
dc.subject.ddc790
dc.subject.deweyRecreaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleInclusion of students with disabilities in Physical Education: The Crossroads of Systemic Coherence
dc.typepreprint
sipa.codpersvinculados1092076
sipa.codpersvinculados1031902
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