Didactic strategies for the inclusion of students with moderate intellectual disabilities in the physical education class

Authors

  • Kerly Elizabeth Ávila García Universidad Técnica de Manabí, Ecuador.
  • Juan Enrique Chila Velasquez Universidad Técnica de Manabí, Ecuador.

Keywords:

Inclusion, Disability, Teachers, Physical Education, Strategies

Abstract

The inclusion of students with intellectual disabilities has been a long and complex process in the Ecuadorian educational system, particularly in physical education classes, where cognitive, motor, and affective activities are carried out to foster the optimal development of capacities and potentialities. This study aimed to analyze compliance with didactic strategies for the inclusion of students with moderate intellectual disabilities in physical education classes. The study had a mixed approach and a cross-sectional design, based on the empirical-analytical method and supported by the Delphy method. The sample consisted of 12 physical education teachers. The results suggested that the inclusion of students with moderate intellectual disabilities was an excellent option; furthermore, 55% indicated that the learning achieved to date was good because the strategies applied were correct. Finally, researchers, teachers, and directors of educational institutions were encouraged to initiate inclusion processes in favor of a fairer society.

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Published

2022-07-29

How to Cite

Ávila García, K. E., & Chila Velasquez, J. E. (2022). Didactic strategies for the inclusion of students with moderate intellectual disabilities in the physical education class. Atena Journal of Sports Sciences, 4, 4. Retrieved from https://atenajournals.com/index.php/ajss/article/view/63

Issue

Vol. 4 (2022)

Section

Articles

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