Didactic strategy for the inclusion of students with meningocele in the physical education class

Abstract

Introduction: Including students with meningocele in Physical Education classes is a great challenge. This requires the use of inclusive teaching strategies. Objective: Design a teaching strategy for the inclusion of students with meningocele in Physical Education classes. Methodology: The research was in an Educational Unit in Santo Domingo, Ecuador, adopting a pre-experimental design for its development, with a qualitative approach, descriptive and field in nature, supported by theoretical and empirical methods and techniques such as direct observation, interviews and documentary review; all of which facilitated the investigative procedure and the interpretation of results in the 4 phases that included the investigative process. Results: 1. A teaching strategy is implemented based on five dimensions: identification of needs, personalized curricular adaptations, diversified evaluation, adaptation of materials and individualized evaluations, which focused on the development of curricular adaptations and collaborative games. 2. It is possible to contribute to the inclusion process and the comprehensive development of the student under study. Conclusions: The implementation in practice of the proposed teaching strategy showed its feasibility, relevance, and scientific novelty, allowing to facilitate the inclusion process within the Physical Education class and the improvement of the abilities of the student with meningocele, which is highly significant within the context of Inclusive Physical Education. General area of study: Physical Education. Specific area of study: Inclusion in Physical Education for students with special needs.