Implementación de una guía de prácticas pedagógicas para favorecer procesos inclusivos en la asignatura de Educación Física para estudiantes con discapacidad intelectual

Abstract

Teachers have a crucial role in the inclusion of students with disabilities. Therefore, it is necessary to have teaching strategies that allow inclusive processes to be carried out in the classroom. The objective of this research was to promote inclusive processes for students with intellectual disabilities in the subject of Physical Education, through a guide to pedagogical practices. A qualitative study and case study of a second-year Unified General Baccalaureate student with moderate intellectual disability was carried out; starting from the description of the educational reality in terms of inclusion and attention to special educational needs, based on interviews with the legal representative and the Physical Education teacher. The research took place at the “Nela Martínez” Millennium Educational Unit in La Troncal, Cañar province. The results showed that the Physical Education teacher does not have knowledge about educational inclusion processes, nor does he have access to continuous training on the subject. For this reason, a guide to pedagogical practices was developed that favors inclusive processes for students with Intellectual Disabilities in the subject of Physical Education, taking this case study as a reference.