Learning difficulties and inclusive strategies in Physical Education: a bibliometric study in Latin American contexts
DOI:
https://doi.org/10.47197/retos.v75.118301Keywords:
Learning, Physical Education, inclusion, special educational needsAbstract
Introduction: Physical education in Latin America represents a key space for inclusion; however, students with learning difficulties or special educational needs still face barriers to full and equitable participation.
Objective: To analyze, through a bibliometric study, the scientific production related to learning difficulties and inclusive strategies in physical education within Latin American contexts during the period 2010–2025.
Methodology: The study was based on a quantitative approach, with a bibliometric design of an exploratory and descriptive nature.
Results: Scientific production is not homogeneous among the countries in the region. The collection of articles and theses shows that Ecuador accounts for the largest number of studies (9), followed by Brazil (5), Colombia (3), Peru (2), and Cuba (1).
Discussion: The concentration of publications in Ecuador is related to the consolidation of academic teams that have focused their efforts on the study of inclusion in physical education.
Conclusions: The predominant themes were oriented toward addressing learning difficulties from an inclusive perspective, with emphasis on diversity, adapted physical education, and the design of innovative pedagogical strategies.
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