Methodological Strategies for the Inclusion of Students with Hemianopsia in Physical Education
DOI:
https://doi.org/10.56200/mried.v4i11.9965Keywords:
inclusión, Hemianopsia, estrategias, adaptación, Educación FísicaAbstract
Students with hemianopsia face barriers in Physical Education due to limitations in spatial perception and orientation, affecting their participation, safety, and social integration. The objective of the research was to achieve the inclusion of students with hemianopsia in Physical Education classes in General Basic Education at a school in Quito. A sequential explanatory mixed-methods approach was employed, using a pre-experimental design without a control group, with observations and pre- and post-intervention questionnaires. The sample included 69 students from eighth and tenth grades of General Basic Education, of whom 2 had hemianopsia. The intervention consisted of 16 adapted sessions. Students showed improvements in their perception of inclusion and well-being, with increased safety and adaptation to physical activities, although motor skills and social interaction did not significantly improve. The implemented methodological strategy facilitated the inclusion of students with hemianopsia, promoting a more accessible educational environment. Additionally, an improvement in the perception of inclusion, well-being, and safety was observed, highlighting the need to strengthen collaborative strategies to optimize participation and overall development.
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Copyright (c) 2025 Denys Alexis León Ramos, Luis Aldahir León Bonilla, Luciano Mesa Sánchez, Giceya de la Caridad Maqueira Caraballo
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