Didactic strategies for the inclusion of students with learning difficulties in physical education classes

Abstract

Students with learning difficulties (LD) face significant barriers in Physical Education classes, such as poor motor coordination, limited social interaction, and low participation. Despite progress in inclusive education policies, there is still a lack of context-sensitive didactic strategies in non-core subjects. This study aimed to propose inclusive didactic strategies to promote the active participation of students with LD in Physical Education classes. A mixed-methods approach with a descriptive-explanatory design and case study was conducted in an urban school in Machala, Ecuador. Participants included six students with LD, five teachers, and six families. Theoretical and empirical methods such as observation, interviews, and psychomotor tests were applied. Findings showed improvements in social interaction, motivation, and motor skills through differentiated, playful, and multisensory strategies. The proposal was validated both theoretically and through a pilot experience, emphasizing the role of teachers and families. It is concluded that flexible and contextualized planning focused on diversity enhances effective inclusion and supports students’ comprehensive development in Physical Education.