Physical Education Classes and Inclusion of Children With Disability: Brazilian Teachers’ Perspectives

Abstract

This study analyzed Physical Education teachers' concept of inclusion and determined positive and negative aspects of inclusion in their classes. Interviews were conducted with 18 Physical Education teachers working in Brazilian public schools. Data collected were examined by content analysis to search for emerging themes. The findings showed that inclusion was understood as participation and learning for all children rather than only for those with disabilities. Team sports were pointed as the main challenge for the inclusion of students with disability. Initial and continuing education programs for teachers need to target effective pedagogical practices to promote inclusion, leading to restructuring Physical Education teachers' training.Resumo: O estudo teve como objetivo analisar o conceito de inclusão dos professores de Educação Física e determinar os aspectos positivos e negativos em suas aulas. Foram realizadas entrevistas com 18 professores de Educação Física que trabalham em escolas públicas brasileiras. Os dados coletados foram analisados utilizando-se o método de análise de conteúdo, em busca de temas emergentes. Os resultados mostraram que a inclusão é compreendida pelos professores como participação e aprendizagem para todas as crianças e não apenas para aqueles com deficiência. Os esportes coletivos foram relatados como o principal desafio para a inclusão de alunos com deficiência. Programas de formação inicial e de capacitação continuada para os professores precisam propor práticas pedagógicas eficazes para promover a inclusão, levando a reestruturação da formação de professores de Educação Física.Resumen: Los objetivos de este estudio fueron analizar concepto de inclusión profesores de educación física 'y determinar los aspectos positivos y negativos de la inclusión en sus clases. Se realizó una entrevista con 18 profesores de educación física que trabaja en las escuelas públicas brasileñas. Los datos recogidos fueron analizados utilizando el método de análisis de contenido, búsqueda de temas emergentes. Los resultados mostraron que la inclusión se entiende como la participación y el aprendizaje de todos los niños y no sólo para las personas con una discapacidad. Los deportes de equipo se informaron como un reto importante para la inclusión de los estudiantes con discapacidad. los programas de educación inicial y continua para los profesores tienen que orientar las prácticas pedagógicas efectivas para promover la inclusión, dando lugar a la reestructuración de la formación de profesores de educación física.

Physical Education Teachers and Their ICT Training Applied to Students with Disabilities. The Case of Spain

“…In this regard, Hypothesis 3b can be accepted due to younger teachers reporting greater knowledge about the use of ICT with people with disabilities when compared with the older teachers. Previous research had already confirmed these finding [29]. One possible explanation to these results suggests that the young teachers have recently completed their teacher training and they began to incorporate these contents in their formative curriculum.…”

“…This is in line with previous research conducted in the international context such as those mentioned above [16][17][18][19], where this low level of training is also evident. These deficiencies in the teaching competence seem to be modulated by factors such as the gender [27,28] or even the age of the teachers, which seems to determine their level of competence in this field [29,30]. The years of teaching experience are also revealed as a determining factor in the level of ICTs skills, where teachers with less teaching experience tend to show a higher level of competence for the incorporation of ICTs [31,32].…”

A Pragmatic Feasibility Trial Examining the Effect of Job Embedded Professional Development on Teachers’ Capacity to Provide Physical Literacy Enriched Physical Education in Elementary Schools

“…This may reflect their awareness of the challenges and complexity associated with adapting in a real-world gym class with 20-30 children. In fact, some of the qualitative data highlighted the challenge of incorporating children with diverse needs into games, and this has been highlighted in other studies in Canada and around the world [50][51][52][53]. Conversely, it may also suggest that 5 h was not enough of an intervention dose or that JEPD needed to be enhanced in some way to achieve this outcome (e.g., in situ mentoring).…”

Radiografía De La Investigación Sobre Educación Inclusiva

“…Sobre el neoliberalismo, éste es comprendido como una racionalidad económica que guía las acciones de la educación (Moreno Obando & Peña Ochoa, 2020), enfocando el quehacer educativo en el logro académico (Navarro-Aburto et al, 2016), para lo cual promueve la estandarización de las prácticas docentes sin considerar las diversas culturas y necesidades de estudiantes e instituciones educativas (Andrade & Freitas, 2016;Vasconcellos et al, 2016). Esta racionalidad conlleva a la construcción de políticas que no favorecen los procesos de inclusión (Alves et al, 2017;Lopes et al, 2016), particularmente porque son poco territoriales (Vásquez & Alarcón, 2016), comprenden la inclusión desde un modelo biomédico, se centran en el diagnóstico y en el trabajo de especialistas (Urbina Hurtado et al, 2017); y se orientan a casos puntuales y situaciones concretas, principalmente lo que definen como "condiciones de vulnerabilidad" (Navarro-Montaño, 2017).…”

“…Para ello, las escuelas no deben centrarse en el ingreso de estudiantes con NEE, sino en asegurar la permanencia de estos (Delgado-Sanoja & Blanco-Gómez, 2016;Hernández Sánchez & Ainscow, 2020). Para ello, es fundamental que las instituciones educativas posean una definición clara sobre inclusión, explicita y con lineamientos precisos (Alves et al, 2017;Fernández-Fernández et al, 2016), tarea que requiere de la gestión de los equipos directivos (Alarcón-Leiva et al, 2020) para generar conciencia de la importancia de la diversidad (Escarbajal-Frutos et al, 2020). A su vez, se debe poner acento en las metodologías para la inclusión, para lo cual se propone: primero, un cambio de metodologías a nivel universitario, que prepare a los docentes en formación para los desafíos de la inclusión y la diversidad (Moriña, & Carballo, 2020;Balongo González & Mérida Serrano, 2017).…”