Estrategias inclusivas para la enseñanza de Educación Física con estudiantes de marcha claudicante de la Escuela Básica General Antonio Farfán

Abstract

The main objective of this research is to develop inclusive strategies for the teaching of Physical Education in students with failing gait who attend the General Antonio Farfán basic school. The assumed theoretical categories are: Inclusive education (Booth, T., Ainscow, M., 2011, Acedo, C., 2008, Campa, R., Contreras, C., 2018), inclusive sport (Fernández, J., Jiménez , M., & Fernández, J. 2018, Sanz, D., & Reina, R., 2013), Inclusive Physical Education (Sanz, D., & Reina, R., 2013, Ocete, Pérez, and Coterón 2015) , motor disability, lagging gait (Martínez, K., 2016, Fernández, J., Jiménez, F., Navarro, V., and Sánchez, R., 2019). A socio-historicist paradigm and action research method are assumed. We work with three analysis units made up of three Physical Education teachers, 2 students who show a faltering gait and 29 students who make up the parallel. According to the analysis of results, it is shown that teachers do not use adequate methods to attend to diversity, causing the teaching-learning process to be managed intuitively. A planning guide has been designed as a proposal to guide the Physical Education teacher towards inclusive educational practices.