System of Adapted Physical Exercises for the Inclusion of Students with Mild Intellectual Disability

Abstract

The inclusion of students with mild intellectual disabilities in Physical Education classes remains a constant challenge in the educational field, as they face difficulties in fully participating in activities due to the lack of adapted strategies that address their needs. The objective of the research was to propose a system of adapted physical exercises to promote the inclusion of students with mild intellectual disabilities in Physical Education classes. The study, with a qualitative approach and a descriptive design, was based on observation, teacher interviews, and the validation of instruments through expert judgment. The sample included four teachers and 38 students, among whom was one student with mild intellectual disability. The findings revealed that, although there are attempts to adapt activities, these efforts are insufficient and poorly structured, limiting student participation and learning. The study presents a proposal that emphasizes exercises focused on motor skills, coordination, social integration, and relaxation, aiming to enhance autonomy and confidence. The validation of this proposal supported its feasibility and usefulness, highlighting the need for proper planning, teacher training, and adequate resources to achieve true inclusive education.