Games adapted for the inclusion of students with down syndrome in the physical education class

Abstract

The inclusive process represents a challenge for Physical Education teachers, especially with students with Down syndrome. This study proposes a system of adapted games that facilitate the inclusion of these students. A quantitative methodology with an experimental approach was used, using a pre-experimental design with pre-test and post-test evaluations. The analytical-synthetic method was applied supported by a structured guide. The study was carried out at the Mocache Educational Unit, in the Province of Los Ríos, Ecuador. During the research, an observation guide was used to evaluate inclusion through 7 dimensions and 10 indicators, valued on a Likert scale. In addition, a survey was applied to measure the inclusive process from their perspective, using a qualitative scale. The results showed a significant improvement in the students. Teamwork, cooperation and acceptance of diversity improved significantly, contributing to an inclusive environment in Physical Education classes. These results highlight the importance of implementing inclusive strategies in the educational field, especially for students with disabilities, and suggest future lines of research on the impact of adapted games on school inclusion.