Estrategia de inclusión adaptada al fútbol en niños con discapacidad intelectual leve

Authors

  • Manuel Ignacio Calderón Moncayo Universidad Técnica de Babahoyo image/svg+xml
  • Mónica Patricia Acurio Universidad Técnica de Babahoyo image/svg+xml
  • Margarita Faustina Figueroa Silva Universidad Técnica de Babahoyo image/svg+xml
  • César Efrén Vivero Quintero Universidad Técnica de Babahoyo image/svg+xml

Keywords :

Inclusion, Football, Disability

Additional Files

Abstract

The educational inclusion of students with disabilities has garnered significant global attention, driven by international organizations advocating for equitable education (United Nations 2006). This approach seeks to ensure that all students receive comprehensive academic and physical development, with a particular emphasis on physical education. As highlighted by Poma Flores (2024), the cognitive development achieved through inclusive practices is paramount. Within this framework, adapted inclusion in soccer emerges as a dynamic process dedicated to upholding universal rights, including the right to a quality education and participation in sports (Manuel Calderón Moncayo, 2023). This aligns with the objective of developing essential motor skills (coordinative, proprioceptive, and physical) for the inclusion of children with mild intellectual disabilities in the practice of soccer. This involves creating a program of inclusive sports activities that foster the cognitive learning of the fundamental rules of soccer and enhance the development of essential motor skills such as coordination, agility, stability, balance, and strength. Furthermore, a database would be established to manage information about the inclusion process, facilitating future updates to the strategy. For an inclusion strategy in soccer to be effective, it must align with the principles of integration, as articulated by Albert Batalla Flores (2017), allowing children to participate in typical soccer practices.

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References

ACS Pino, L. D. (2024). Estrategia didáctica de juegos adaptados para la inclusión de estudiantes con discapacidad intelectual moderada en la clase de Educación Física. Pol. Con. (Edición núm. 90) Vol. 9, No 1.

Albert Batalla Flores. (2017). El entrenamiento físico en el fútbol . Universidad de Barcelona España.

Calvo., G. (2013). La formación de docentes para la inclusión educativa. Sielo uruguay versión On-line ISSN 1688-7468.

CO Patiño, L. B. (2024). Programa de actividades recreativas inclusivas para estudiantes con discapacidad intelectual leve en la clase de Educación Física. Digital Publisher.

Constitucion de la Republica Ecuador. (2008). ley de discapacidades. Quito.

FP Flores, J. A. (2024). Estrategias didácticas inclusivas para la enseñanza del futbol a estudiantes con discapacidad intelectual leve. Digital Publisher.

Houssay, B. A., Lewis, J. T., Orías, O., Hug, E., Braun Menéndez, E., & Foglia, V. G. (2021). Fisiologia Humana. Houssay y Leloir.

Lafuente, V. M. (2023). Fomentar el desarrollo motor en alumnos y alumnas con necesidades educativas especiales: Síndrome de Down. Propuesta didáctica desde el área de Educación. UVASTIC.

Manuel Calderón Moncayo. (2023). Estrategia metodológica para la inclusión de estudiantes con parálisis cerebral leve a la práctica del fútbol. Serie Cientifica Universidad de Ciencias Informatica.

Miño, N. (2024). Estrategia pedagógica inclusiva para el desarrollo de habilidades deportivas en estudiantes con necesidades educativas intelectuales. Podium. Revista de Ciencia y Tecnología en la Cultura Física.

Naciones Unidas 2006. (2006,). La inclusión educativa de estudiantes con discapacidad ha captado una atención global significativa impulsada por otganizaciones internacionales. Wasinton.

Norma Miño. (2024). Estrategia pedagógica inclusiva para el desarrollo de habilidades deportivas en estudiantes con necesidades educativas intelectuales. Podium. Revista de Ciencia y Tecnología en la Cultura Física.

Pére, M. (2009). Inclusion educativa. Universidad de Sevilla.

Poma Flores. (2024). Estrategias didácticas inclusivas para la enseñanza del futbol a estudiantes con discapacidad intelectual leve. Dialnet.

YAD Monar, C. M. (2024). Actividades recreativas inclusivas para estudiantes con discapacidad intelectual en la clase de Educación Física. PODIUM Revista de Ciencia y Tecnología en la Cultura Física.

Author Biographies

Manuel Ignacio Calderón Moncayo

 

The educational inclusion of students with disabilities has garnered significant global attention, driven by international organizations advocating for equitable education (United Nations 2006, 2006). This approach seeks to ensure that all students receive comprehensive academic and physical development, with a particular emphasis on physical education. As highlighted by Poma Flores (2024), the cognitive development achieved through inclusive practices is paramount. Within this framework, adapted inclusion in football emerges as a dynamic process dedicated to upholding universal rights, including the right to quality education and participation in sports (Manuel Calderón Moncayo, 2023). This aligns with the objective of developing essential motor skills (coordinative, proprioceptive, and physical) for the inclusion of children with mild intellectual disabilities in football practice. This involves creating a program of inclusive sports activities that foster cognitive learning of fundamental football rules, and expand the development of fundamental motor skills such as coordination, agility, stability, balance, and strength. Furthermore, a database would be established to manage information on the inclusion process, facilitating future updates to the strategy.

Mónica Patricia Acurio

The educational inclusion of students with disabilities has garnered significant global attention, driven by international organizations advocating for equitable education (United Nations 2006, 2006). This approach seeks to ensure that all students receive comprehensive academic and physical development, with a particular emphasis on physical education. As highlighted by Poma Flores (2024), the cognitive development achieved through inclusive practices is paramount. Within this framework, adapted inclusion in football emerges as a dynamic process dedicated to upholding universal rights, including the right to quality education and participation in sports (Manuel Calderón Moncayo, 2023). This aligns with the objective of developing essential motor skills (coordinative, proprioceptive, and physical) for the inclusion of children with mild intellectual disabilities in football practice. This involves creating a program of inclusive sports activities that foster cognitive learning of fundamental football rules, and expand the development of fundamental motor skills such as coordination, agility, stability, balance, and strength. Furthermore, a database would be established to manage information on the inclusion process, facilitating future updates to the strategy. For a football inclusion strategy to be effective, it must align with principles of integration, as articulated by Albert Batalla Flores (2017), allowing children to participate in typical football practices. This often requires a combined qualitative and quantitative approach, employing pre-experimental designs. For example, a study with 45 children aged 6 to 12 with mild intellectual disabilities demonstrated the positive impact of such a strategy. As Miño (2024) concludes, the implementation of this strategy significantly contributes to inclusion, fostering a more equitable environment in sports.

Margarita Faustina Figueroa Silva

The educational inclusion of students with disabilities has garnered significant global attention, driven by international organizations advocating for equitable education (United Nations 2006, 2006). This approach seeks to ensure that all students receive comprehensive academic and physical development, with a particular emphasis on physical education. As highlighted by Poma Flores (2024), the cognitive development achieved through inclusive practices is paramount. Within this framework, adapted inclusion in football emerges as a dynamic process dedicated to upholding universal rights, including the right to quality education and participation in sports (Manuel Calderón Moncayo, 2023). This aligns with the objective of developing essential motor skills (coordinative, proprioceptive, and physical) for the inclusion of children with mild intellectual disabilities in football practice. This involves creating a program of inclusive sports activities that foster cognitive learning of fundamental football rules, and expand the development of fundamental motor skills such as coordination, agility, stability, balance, and strength. Furthermore, a database would be established to manage information on the inclusion process, facilitating future updates to the strategy. For a football inclusion strategy to be effective, it must align with principles of integration, as articulated by Albert Batalla Flores (2017), allowing children to participate in typical football practices. This often requires a combined qualitative and quantitative approach, employing pre-experimental designs. For example, a study with 45 children aged 6 to 12 with mild intellectual disabilities demonstrated the positive impact of such a strategy. As Miño (2024) concludes, the implementation of this strategy significantly contributes to inclusion, fostering a more equitable environment in sports.

César Efrén Vivero Quintero

The educational inclusion of students with disabilities has garnered significant global attention, driven by international organizations advocating for equitable education (United Nations 2006, 2006). This approach seeks to ensure that all students receive comprehensive academic and physical development, with a particular emphasis on physical education. As highlighted by Poma Flores (2024), the cognitive development achieved through inclusive practices is paramount. Within this framework, adapted inclusion in football emerges as a dynamic process dedicated to upholding universal rights, including the right to quality education and participation in sports (Manuel Calderón Moncayo, 2023). This aligns with the objective of developing essential motor skills (coordinative, proprioceptive, and physical) for the inclusion of children with mild intellectual disabilities in football practice. This involves creating a program of inclusive sports activities that foster cognitive learning of fundamental football rules, and expand the development of fundamental motor skills such as coordination, agility, stability, balance, and strength. Furthermore, a database would be established to manage information on the inclusion process, facilitating future updates to the strategy. For a football inclusion strategy to be effective, it must align with principles of integration, as articulated by Albert Batalla Flores (2017), allowing children to participate in typical football practices. This often requires a combined qualitative and quantitative approach, employing pre-experimental designs. For example, a study with 45 children aged 6 to 12 with mild intellectual disabilities demonstrated the positive impact of such a strategy. As Miño (2024) concludes, the implementation of this strategy significantly contributes to inclusion, fostering a more equitable environment in sports.

Published

2025-08-20
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How to Cite

Estrategia de inclusión adaptada al fútbol en niños con discapacidad intelectual leve. (2025). Journal of Science and Research: Revista Ciencia E Investigación, 10(IV CISE). https://revistas.utb.edu.ec/index.php/sr/article/view/3869

Issue

Vol. 10 No. IV CISE (2025): IV CONGRESO INTERNACIONAL SINERGIA EDUCATIVA 2025

Section

Artículo de Investigación

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