Teaching Strategy for the inclusion of students with physical motor disabilities in Physical Education classes

Abstract

Including students with physical and motor disabilities in physical education is a priority issue in the Ecuadorian educational context. Considering the limitations that persist, the research focused on: Designing a teaching strategy for the inclusion of students with motor disabilities in physical education. The methodology was based on a qualitative, non-experimental approach through case studies, descriptive in scope, applied, and field-based, supported by theoretical and empirical methods and techniques such as observation guides and interviews. The sample was intentionally non-probabilistic, with a convenience sample selected as the unit of analysis: a student with physical and motor disabilities with 65% engagement. The informant sample consisted of the physical education teacher, the student's representative, and a group of 33 high school students. Among the results, a teaching strategy was designed that, given its structure and components, facilitated the inclusion and improvement of the student's physical performance as the unit of analysis; its feasibility was recognized through its implementation within 12 weeks. It is concluded that the designed proposal contributed favorably to the improvement of the inclusion process and the development of teaching skills of the Physical Education teacher.