Cooperative Learning, Motor Development: An Innovative Inclusive Strategy for Students with Autism Spectrum Disorder
DOI:
https://doi.org/10.56200/mried.v4i1.11124Keywords:
cooperative learning, educational inclusion, motor development, Physical Education, Autism Spectrum DisorderAbstract
Educational inclusion demands innovative strategies to ensure the participation of students with specific needs, particularly in practical areas such as Physical Education. The objective was to propose an innovative strategy based on cooperative learning to enhance motor development and inclusion of students with Autism Spectrum Disorder in the Fourth Year of Elementary General Basic Education at the Unidad Educativa Once de Noviembre in the city of Riobamba, Ecuador. The research followed a qualitative, descriptive, and cross-sectional approach, applying observation and interviews with teachers, students, and families, from which the initial diagnosis was constructed. The results revealed limited inclusive planning, restricted participation of students with ASD, and motor difficulties. Based on these findings, a didactic proposal was designed, structured in five inclusive sessions, theoretically validated by specialists, constituting a replicable model to strengthen motor inclusion in Physical Education. Cooperative learning emerges as a viable pedagogical strategy to promote motor development and inclusion of students with ASD; the validated proposal offers a replicable model, although pilot applications are still required to confirm effectiveness.
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