Physical-Recreational Activities for the Inclusion of Adolescents with Mild Mental Retardation

Abstract

The Cuban National Education System has among its lines of action, inclusion, and in that sense the school becomes a key factor in the implementation of inclusive education. The basic foundation of social integration, and especially of the inclusive society of people with special intellectual educational needs, is the so-called principle of normalization. The inclusion process cannot be limited to the work that takes place in special schools, since it is much more comprehensive; it refers to the full participation of these individuals in society, outside of that school setting, in their community environment. Physical activity plays a necessary role in the development of the potential of children with intellectual Special Educational Needs in the community environment. The objective of the research consisted of applying a strategy of physical-recreational activities to 14 12-14- year-old adolescents with mild mental retardation from district 272 in Holguín, to favor their inclusion in community activities. The research was developed in four stages. After applying the strategy of physical-recreational activities, it was observed how these adolescents were able to integrate into the activities, although some with more participation than others according to their personal characteristics.