Overcoming barriers: inclusive physical education for students with special educational needs a documentary review
DOI:
https://doi.org/10.47197/retos.v69.112434Keywords:
curriculum adaptation, disability, physical education, inclusion, special educational needsAbstract
Introduction: this study analyzes the impact of inclusive physical education on students with special educational needs (SEN), highlighting its relevance for holistic development and the promotion of more equitable school environments.
Objective: to examine the differences and relationships between physical and psychosocial variables in students with and without SEN who participate in inclusive physical education programs.
Methodology: a quantitative, non-experimental, descriptive-correlational design was used. The sample consisted of 200 students aged 10 to 16, evenly divided between those with and without SEN. Validated instruments were applied to assess physical condition, self-esteem, motivation, and social inclusion. Data analysis included descriptive statistics, Pearson correlations, and ANOVA tests.
Results: students with SEN reported higher levels of social inclusion, while students without SEN showed better outcomes in physical condition. Positive correlations were observed between participation in inclusive physical education and variables such as self-esteem and motivation. Statistically significant differences were found between groups, although no causal relationships can be inferred.
Discussion: the findings support a positive association between participation in inclusive settings and psychosocial development, emphasizing the importance of adapting pedagogical strategies to meet the specific needs of each group.
Conclusions: inclusive physical education is associated with differentiated benefits for students with and without SEN, fostering a more equitable educational experience and promoting social integration.
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