Sensory (dis)ability in the physical education classroom: an analysis of the state of the art
DOI:
https://doi.org/10.47197/retos.v80.113780Keywords:
Sensory disability, diversity, physical education, school, vision, inclusionAbstract
Introduction: physical education classes are spaces in which students not only develop motor skills, but also experience processes of interaction and social learning. How-ever, the inclusion of stu-dents with sensory disabilities continues to present challenges in teaching practice.
Objective: the objective of this research was to analyze the current state of intervention in physical education with students with sensory disabilities, identifying trends, strategies, and existing barriers to their effective inclusion.
Methodology: a systematic review was carried out in Scopus, selecting 17 articles that addressed interventions in physical education with students with sensory disabilities. The PRISMA method was used, applying inclusion and exclusion criteria for the final selection of the studies analyzed.
Results: the results revealed that methodological adaptations and the use of accessible resources facilitate the inclusion of students with sensory disabilities. Likewise, teacher training and their attitude towards diversity emerged as key factors in the effectiveness of the interven-tions.
Discussion: in comparison with previous studies, a positive evolution was observed in the implementation of inclusive strategies, although structural and cultural barriers per-sist. The literature high-lights the importance of comprehensive approach-es to achieve effective inclusion in physical education.
Conclusions: physical education has an important role in promoting the inclusion of students with sensory disabilities. To advance in this area, it is essential to strengthen teacher training and pro-mote practices based on the universal design of learnings.
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