Determinants for an Inclusive Physical Education: perception of a group of specialist teachers in inclusion
DOI:
https://doi.org/10.47197/retos.v47.94755Keywords:
School inclusion, inclusive education, adapted physical education, teacher training, inclusion in physical education.Abstract
Despite the growing literature around the issue of inclusion in physical education (PE), it is still relevant to develop approaches that seek to holistically understand the point of view of PE teachers who are specialists in inclusion on the determinants and barriers underlying inclusion. In this sense, the objective of this exploratory study was to identify and characterize the positive determinants and barriers underlying an inclusive PE, from the point of view of a group of PE teachers who are specialists in inclusion. In this sense, the objective of this exploratory study was to identify and characterize the positive determinants and barriers underlying an inclusive PE, from the point of view of a group of PE teachers specializing in inclusion from the central region of Portugal. Developed under the interpretative paradigm of analysis, the study used a semi-structured interview applied to a group of seven PE teachers, masters in special education in the cognitive and motor domain or in adapted PE, with an average age of 49±4.7 years, with 24±6.29 years of service, of which 13±5.1 years of service are as specialists in PE inclusion. Data were submitted to the content analysis technique. The results obtained indicate, firstly, the positive determinants for inclusion, subdivided into: personal determinants associated with the need to value the student and previous experiences; and contextual determinants related to group/class influence, peer-to-peer information sharing and individualized support. At a second level of influence, barriers to inclusion are identified, related to: deficits in specific initial training; deficits in specific continuing training and negative attitudes. In short, it is inferred that the success of inclusion in PE is intimately dependent on the operating intentionality of the PE teacher, as well as on his/her action that shapes the context in mitigating the underlying barriers.
Keywords: School inclusion, inclusive education, adapted physical education, teacher training, inclusion in physical education.
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