INCLUSION OF STUDENTS WITH DISABILITIES IN PHYSICAL EDUCATION CLASSES

Abstract

The research study focused on the inclusion of students in physical education classes revealed a highly complex scenario. On one hand, there is inclusive legislation; on the other, there is the paradoxical reality of public elementary schools, which face issues ranging from structural deficiencies to a lack of materials such as balls, games, and resources like hula hoops and cones, among others. Regarding inclusion, most schools do not have balls or games that emit sounds for visually impaired students, nor simple board games suitable for students with autism. Notably, 51.9% of teachers reported purchasing materials for student activities with their own resources. It is striking that the state, which is responsible for meeting all school needs through the Department of Education, has not been adequately supporting even regular students and their needs, with the majority being neglected. Expecting the inclusion of minority groups to be properly addressed under these conditions has proven unfeasible. The research methodology was bibliographic with a qualitative approach. The results highlighted structural, social, and functional challenges between the reality of elementary schools and their general lack of infrastructure to meet the needs of physical education teachers, as well as insufficient physical conditions and technical training for teachers to effectively work with both included and non-included students.