Article RETRACTED due to malpractice Effects of physical education teacher training on perceived social inclusion of students with motor disabilities in Morocco
DOI:
https://doi.org/10.47197/retos.v81.119636Keywords:
Inclusive physical education, social inclusion, motor disability, intervention protocol, students, MoroccoAbstract
Objective: This study evaluated the effects of a training and support protocol for physical education teachers on the adaptation of learning activities and the perceived social inclusion of students with motor disabilities in Moroccan schools. The protocol focused on improving teachers’ professional practices by supporting the design and implementation of inclusive, differentiated, and adapted physical education situations aligned with students’ abilities.
Methodology: A quasi-experimental design with a non-equivalent control group and repeated measures was used. The study involved 220 students with motor disabilities divided into two conditions: an experimental group supervised by teachers who received the training and support protocol, and a control group supervised by teachers who continued their usual practices. Perceived social inclusion in physical education was assessed before and after the intervention using a contextualized 9-item questionnaire inspired by the Perceptions of Inclusion Questionnaire. The questionnaire covered three dimensions: peer relationships, belonging/social acceptance, and social participation in physical education.
Results: The findings showed greater improvement in the experimental group than in the control group for the overall perceived social inclusion score. Linear mixed-effects modeling confirmed a significant Time × Group interaction for the overall score (β = 0.73, SE = 0.15, 95% CI [0.44, 1.02], p < .001). Significant interactions were also observed for peer relationships (β = 0.70), belonging/social acceptance (β = 0.71), and social participation in physical education (β = 0.78), all in favor of the experimental group.
Conclusion: These results suggest that training and supporting physical education teachers in adapting learning activities can be an effective strategy for promoting the perceived social inclusion of students with motor disabilities in physical education.
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