Methodological Strategies for the Inclusion of Students with Down Syndrome in Physical Education Classes

Abstract

This article addressed the inclusion of students with Down syndrome in Physical Education classes, recognizing the pedagogical and social barriers that limited their active participation. Based on the Ecuadorian normative framework and the theoretical contributions of meaningful learning, cooperative learning, and adapted psychomotricity, the objective was to propose inclusive methodological strategies that would promote the integral development and participation of these students. The study adopted a mixed-methods approach with a qualitative predominance, applying structured observation, interviews with teachers, DECE specialists, and family members, as well as documentary analysis of psychopedagogical records. The results revealed shortcomings in teacher preparation, limited adaptation of activities, and overprotective family attitudes, although a positive institutional disposition toward inclusion was also identified. The designed strategies—multisensory, playful, and collaborative—were validated through demonstrative classes and were positively evaluated for their applicability and relevance. It was concluded that the implementation of adapted methodologies, along with teacher training and family involvement, strengthened learning, autonomy, and inclusive coexistence for students with disabilities in the context of Physical Education.