Didactic Strategy for the Inclusion of Students with Physical Disabilities in Sports Practices in Physical Education Class

Abstract

At present, the inclusion of students with physical disabilities who require curricular adaptations in physical education classes has become a priority area of study. This issue is of great importance from social, cognitive, motor, pedagogical, and didactic perspectives, demanding adapted and contextualized curricular proposals that foster creativity in teachers. The objective of this research is to propose a didactic strategy to improve the inclusion of students with physical disabilities during sports activities. The study follows a descriptive design with a mixed-methods approach, focusing on 35 students in the eighth year of General Basic Education at Unidad Educativa Fis-comisional María Mercedes, located in the Junín canton of Manabí Province. Data collection in-struments include interviews and observation guides for qualitative data, as well as surveys and validation rubrics for quantitative data. The diagnostic phase revealed that both teachers and students demonstrate positive attitudes and a strong commitment to inclusion, acknowledging the importance of effective communication with students with disabilities. However, challenges remain in areas such as infrastructure, resources, specialized training, and teacher collaboration. To address these issues, the study proposes a didactic strategy aimed at strengthening the inclu-sion of students with physical disabilities in physical education. The strategy includes adapted and context-specific activities. Finally, the validation process confirmed that the proposed strate-gy achieved over 90% agreement in terms of relevance, feasibility, and coherence.