Actividad física e inclusión social en estudiantes con discapacidad:  Revisión Sistemática

Sebastián Castañeda

doi:10.56200/mentor.v5i14.12596

Authors

Sebastián Castañeda Universidad Central del Ecuador. Quito-Ecuador https://orcid.org/0009-0009-2416-3326

DOI:

https://doi.org/10.56200/mentor.v5i14.12596

Keywords:

Inclusion, disability, physical activity, education, participation

Abstract

The inclusion of students with disabilities faces barriers in physical education; physical activity promotes social integration but requires adapted pedagogical strategies and systematized evidence to improve inclusive educational practices. The objective of the study was to analyze the scientific evidence on the relationship between physical activity and social inclusion in students with disabilities through a systematic literature review. A systematic review was conducted following PRISMA 2020, with searches in scientific databases between 2018 and 2025, applying inclusion and exclusion criteria, and selecting 15 studies analyzed through a structured narrative synthesis. The studies show that physical activity promotes social and educational inclusion, improving participation, motivation, and well-being. However, structural and pedagogical barriers persist, highlighting the role of teachers and the need for inclusive strategies to ensure equitable and accessible environments. It is concluded that physical activity is a key means for educational and social inclusion, but its effectiveness depends on inclusive pedagogical practices, teacher training, and the elimination of structural barriers.

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Author Biography

Sebastián Castañeda, Universidad Central del Ecuador. Quito-Ecuador

Universidad Central del Ecuador. Quito-Ecuador

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