Parents and teacher’s perceptions of the influence of an inclusive motor skill intervention program in the social behavior of children with and without disabilities

Abstract

The purpose of this research is to investigate the perceptions of parents and teachers about possible changes in social behavior and the repercussion of the inclusion process in children with or without disability, with motor delays, that participated in an inclusive motor intervention during 14 weeks. From a semistructured interview, conducted with parents and teachers, positive changes were evidenced regarding social interaction, autonomy, trustworthy, responsibility, as well as a decrease in aggressiveness. With regard to the inclusive process, acquaintanceship and acceptance of difference allowed some of the children to overcome motor and social difficulties.