Inclusive Physical Education: Model and Paradigm

Abstract

This article analyzes inclusive Physical Education from a paradigm, model, and real conception perspective; it also explains from the beginning the term inclusive education, and if it supports the theoretical and methodological practices of the current Physical Education from the epistemological point of view. The results derived evidenced that sports major was an important precedent in the conception of what it is known as inclusive education; part of it is the sports for all, which main essence is precisely inclusion, equity, acceptance, and recognition, without the search of sports talents, but the joy and their own existence. Inclusion is a process that helps to recognize everyone´s diversity and needs to reduce exclusions in the teaching process to finish with the conditions that favor such exclusion through joining the learning process and the activities within the community. Physical Education is and always be every school´s best allied in the development of a quality inclusive education because the student expresses his motor potentials, sports skills, values and empathy, and cooperation capacity. Inclusive Physical Education is a leading paradigm and recognizes the human being, from his unique, different, and transforming existence of the environment and himself.