Teaching Practices in Adapted Physical Education within the Framework of the Prioritized Curriculum: Perspectives on Educational Inclusion
DOI:
https://doi.org/10.56200/mried.v4i1.11317Keywords:
inclusion, physical education, teaching, curriculumAbstract
School Physical Education ensures the effective inclusion of all students despite attitudinal, methodological, and resource-related barriers. The study aimed to analyze the teaching practices of Adapted Physical Education within the framework of the prioritized curriculum in eight educational institutions in Quito, identifying strategies, conceptions, and barriers that influence educational inclusion. A qualitative interpretive study was conducted with 24 intentionally selected teachers, using semi-structured interviews validated by experts and analyzed through thematic analysis with the support of Atlas.ti 23. The results revealed diverse conceptions of inclusion, the use of cooperative strategies, and the persistence of institutional limitations. It was concluded that the research strengthened the theoretical and pedagogical field of Adapted Physical Education, promoting reflective practice and providing useful guidelines for teacher training and inclusive educational policy.
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Copyright (c) 2025 Raquel Arcenia Tenorio Sánchez, Tania Monserrath Calle García, Wiliam Nelson Villegas Pinargote
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