Adapted Physical Education and Educational Inclusion: Challenges of the Prioritized Curriculum from Teachers’ Perceptions
DOI:
https://doi.org/10.56200/mried.v4i1.11297Keywords:
adapted physical education, educational inclusion, prioritized curriculum, teachers’ perceptionsAbstract
Adapted Physical Education emerges as a strategic space to ensure the full participation of students with specific educational needs. In Ecuador, the implementation of the prioritized curriculum has sought to optimize essential learning during situations of contingency and crisis; however, gaps remain regarding its articulation with inclusive practices. The objective of this research was to analyze the challenges faced by Physical Education teachers in implementing adapted physical education within the prioritized curriculum. A quantitative, descriptive, and cross-sectional design was applied, based on a survey administered to 104 teachers using a questionnaire validated by experts. The results show that the main challenges are related to insufficient teacher training in curricular adaptations, the lack of material and methodological resources, and the tensions between prioritizing performance-based skills and the demands of attention to diversity. It is concluded that adapted Physical Education within the framework of the prioritized curriculum requires stronger pedagogical support, continuous professional development, and resources to ensure effective inclusion.
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Copyright (c) 2025 Edison Tarpuk Analuisa Analuisa, Cristina Paola Cáceres Sánchez, Walter Geovanny Aguilar Chasipanta, Giovanny Capote Lavandero, Juan José Hernández Enríquez, Abigail Alexandra Razo Yugcha
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