PHYSICAL EDUCATION CLASSES AND INCLUSION OF CHILDREN WITH DISABILITY: BRAZILIAN TEACHERS’ PERSPECTIVES
DOI:
https://doi.org/10.22456/1982-8918.66851Keywords:
Physical Education. Educational inclusion. Special education. Disabled children.Abstract
This study analyzed Physical Education teachers’ concept of inclusion and determined positive and negative aspects of inclusion in their classes. Interviews were conducted with 18 Physical Education teachers working in Brazilian public schools. Data collected were examined by content analysis to search for emerging themes. The findings showed that inclusion was understood as participation and learning for all children rather than only for those with disabilities. Team sports were pointed as the main challenge for the inclusion of students with disability. Initial and continuing education programs for teachers need to target effective pedagogical practices to promote inclusion, leading to restructuring Physical Education teachers’ training.
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