Article RETRACTED due to manipulation by the authors and citationsAnálisis político legal de la implementación de escuelas inclusivas en Educación Física (ef): desafíos de recursos humanos e infraestructura para alumnos con necesidades especiales
Article RETRACTED due to manipulation by the authors and citations
DOI:
https://doi.org/10.47197/retos.v61.110166Palabras clave:
Política, Ley, Escuelas inclusivas, PE, Desafíos, Recursos humanos, Infraestructura, Alumnos con necesidades especialesResumen
Este estudio utilizó la revisión sistemática de la literatura para investigar las políticas legales hacia la implementación de escuelas inclusivas en PE en términos de desafíos de recursos humanos e infraestructura para estudiantes con necesidades especiales. Los datos se obtuvieron de artículos buscados a través de Google Scholar. La búsqueda se centró en aquellos publicados en revistas indexadas en Scopus publicadas en 2019-2024. Las revistas fueron seleccionadas considerando criterios de inclusión y exclusión. La estrategia de búsqueda se realizó en septiembre de 2024 utilizando las palabras clave: «Legal policy OR policy analysis AND implementation OR application AND inclusive schools OR inclusive education AND Physical Education OR PE AND challenges OR obstacles AND human resources OR HR AND facilities OR infrastructure AND students with special needs OR special needs students». Con base en la búsqueda de 2019-2014, se encontraron 17,300 artículos. Además, se revisaron de nuevo en varias etapas y se obtuvieron 16 artículos que se ajustaban al tema y cumplían los requisitos de inclusión. Durante la selección de artículos, este estudio siguió las directrices PRISMA. La conclusión del análisis de la política legal sobre la implantación de escuelas inclusivas en educación física fue que el principal reto reside en los recursos humanos y la infraestructura. Además, la preparación y competencia de los profesores se ve muy afectada por la falta de formación adecuada para tratar con alumnos con necesidades especiales, por lo que es necesaria una formación continua exhaustiva que abarque habilidades pedagógicas, adaptación curricular y Diseño Universal para el Aprendizaje (DUA). Aunque existen políticas que apoyan la inclusión, su aplicación en los PE sigue siendo subóptima, por lo que es necesario reforzar el plan de estudios y los recursos. Otro reto es la falta de infraestructuras de apoyo, especialmente en términos de accesibilidad física e instalaciones especializadas. Se necesitan sinergias entre políticas sólidas, formación del profesorado, mejoras de las infraestructuras y estrategias pedagógicas adaptativas, así como la colaboración de las partes interesadas, para crear entornos de aprendizaje integradores eficaces.
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