Inclusive physical education: access, participation, and learning from the perspective of students with disabilities
DOI:
https://doi.org/10.5007/2175-8042.2022.e89622Keywords:
Inclusive education, Physical education for disabled people, Disabled peopleAbstract
This study aimed to investigate access, participation, and learning from the perception of students with disabilities in PE classes. With a descriptive qualitative character, the study used a virtual questionnaire with 45 students and graduates between 15 and 25 years old. The results showed that barriers to access, participation, and learning persist in PE classes. We found a lack of support, human resources, and materials adequate for disabled students’ needs. In addition, they faced segregated activities and contents based on traditional modalities aimed only at the public without disabilities. Therefore, we conclude that these barriers make it impossible for students with disabilities to access, participate and learn and that, although there is Paralympic sport as an alternative to eliminate part of these barriers, it needs further action.
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