ESTRATEGIAS DIDÁCTICAS PARA LA INCLUSIÓN DE ESTUDIANTES CON DISCAPACIDAD INTELECTUAL MODERADA EN LA CLASE DE EDUCACIÓN FÍSICA

Abstract

The inclusion of students with intellectual disabilities has been a long and complex process in the Ecuadorian educational system, and even more so in physical education classes where cognitive, motor and affective activities are carried out for the optimal development of capacities and potentialities. This study aimed to analyze compliance with didactic strategies for the inclusion of students with moderate intellectual disabilities in physical education class. The research has a mixed approach and a cross-sectional design, based on the empirical-analytical method and supported by the Delphy method. The sample for the survey comprised 12 physical education teachers. The results suggest that the inclusion of students with moderate intellectual disabilities is an excellent option, also 55% indicate that the learning achieved to date is good, because the strategies applied are correct. Finally, researchers, teachers and directors of educational institutions are encouraged to initiate inclusion processes in favor of a fairer society.