Inclusión de estudiantes con necesidades especiales desde la perspectiva del docente de educación física
DOI:
https://doi.org/10.55040/yqh8yg50Palabras clave:
inclusiva, Educación Física, estudiantes con discapacidadesResumen
La Educación Física en primaria desempeña un papel importante en la promoción de entornos de aprendizaje inclusivos donde todos los estudiantes, incluidos aquellos con necesidades especiales, tienen la oportunidad de participar en actividades físicas e interactuar socialmente. Este estudio busca determinar la opinión del profesorado de educación física sobre la integración del alumnado con necesidades especiales en las clases de educación física. Mediante un diseño de métodos mixtos, el estudio recopiló datos cuantitativos mediante una versión adaptada del ATTAS-mm y datos cualitativos mediante cuestionarios abiertos. La encuesta evaluó las actitudes cognitivas, afectivas y conductuales del profesorado hacia la educación física inclusiva. Los resultados indican, en general, actitudes afirmativas hacia la inclusión del alumnado con necesidades especiales, y el profesorado se muestra firmemente de acuerdo en que los niños con discapacidades leves a moderadas deberían ser incluidos en las clases regulares. Sin embargo, se identificaron varios desafíos, como la reticencia del alumnado, la escasez de recursos y las preocupaciones relacionadas con la salud y la seguridad. Los hallazgos cualitativos también revelaron temas importantes como la igualdad de oportunidades, la empatía, el respeto y la importancia del sentido de pertenencia. El profesorado también destacó la necesidad de mejorar el desarrollo profesional y aumentar la dotación de recursos para apoyar eficazmente las prácticas inclusivas. Los hallazgos sugieren que, si bien los docentes demuestran un fuerte compromiso con la educación inclusiva, es necesario apoyo institucional adicional para abordar las barreras prácticas y fortalecer la implementación de la educación física inclusiva.
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