Adapted soccer in the Physical Education class for students with intellectual disabilities

Abstract

The Ministry of Education in Ecuador faces the challenge of providing an equitable, inclusive and quality education in basic education, which requires a curriculum that adapts and respects the characteristics and individual needs of students; this article aims to propose a curricular adaptation of an adapted soccer program for students with intellectual disabilities in the School of Basic Education "John F. Kennedy" in Pasaje, Ecuador. The research is of a quasi-experimental, descriptive type and qualitative and quantitative data are recorded. This makes it possible to select as theoretical methods the analysis-synthesis, inductive-deductive, systemic approach; at the empirical level, documentary analysis, observation and survey. As results, it is stated that, even when there is a legal support referring to the need for an inclusive and personalized education, there are still educational gaps that prevent inclusion and equality in the practice of sports among students in Higher Basic Education, and that curricular adjustments to the programs allow improving and personalizing Physical Education, a determining factor in educational quality. The curricular adaptation to the Physical Education program, specifically in Block 4 Sports practice with emphasis on the practice of adapted soccer has an impact on self-esteem, social interaction and the sense of belonging to the educational environment of students with intellectual disabilities.