Didactic strategy for the inclusion of students with attention deficit hyperactivity disorder in physical education classes

Abstract

The inclusion of students with attention deficit and hyperactivity disorder in Physical Education classes represents a pedagogical challenge that requires adapted didactic strategies. The objective of this research was to design a strategy that promotes inclusion and improves the motor and social performance of these students. The study was conducted using a qualitative approach, through a descriptive and non-experimental case study. Techniques such as observation and interviews were applied to two diagnosed students, ten teachers, and twenty-seven classmates in an educational institution in the city of Riobamba. The results revealed difficulties in attention, self-regulation, and group integration, as well as limitations among teachers in implementing inclusive adaptations. Based on these findings, the didactic strategy "Playing and Moving Together" was designed, applied over twelve weeks, and validated through direct observation. It is concluded that the proposal helped to enhance students' active participation, strengthened the teacher’s pedagogical practice, and fostered a more inclusive environment in Physical Education classes.