Estrategia metodológica: Una práctica de inclusión de estudiantes con Síndrome de Down en Educación Física

Abstract

Addressing the diversity of students with Down syndrome within the Physical Education class remains a complex process. To propose a methodological strategy for the development of the teaching-learning process and inclusion of students with Down syndrome in the Physical Education class. A mixed approach was followed, considering the analysis of perception variables (knowledge and skills), practices and methodologies, which identify and describe the inclusion of students with Down syndrome in the Physical Education class. The study focused on the Liceo Cristiano de Guayaquil Educational Unit, specifically in the 2nd year of Basic School, for which a course made up of 15 children was intentionally selected, resulting in two students with Down syndrome in the sample unit of analysis. As an informant sample, 21 teachers of different subjects were considered, of which 5 are Physical Education teachers.  To collect information, the following techniques were used: class observation, a survey of Physical Education teachers and interviews with conventional students. Se initial diagnosis determines the existing limitations in Physical Education teachers to develop methodological strategies that promote the inclusion of students with Down syndrome in the classroom. A methodological strategy is developed containing a system of games that contribute to facilitate the teaching-learning process and inclusion of these students within the class. The feasibility and relevance of the proposal is validated. The proposed methodological strategy contributed favorably to the process of inclusion of students with Down syndrome in Physical class. Given its structure and components, its applicability in similar pedagogical contexts is validated.