of cooperative games for the inclusion of students with Down Syndrome in the physical education class.

Abstract

Cooperative games for the inclusion of students with Down Syndrome in Physical Education will not only contribute to the fulfillment of the rights of people with disabilities, but will also enrich the quality of education and promote a more inclusive and diversity-conscious society. The research presented here proposes a system of cooperative games for the inclusion of 8th grade students with Down Syndrome in Physical Education classes, who belong to the San Juan Boscoso Specialized Educational Unit. These are established from non-significant curricular adaptations where methods, techniques, teaching and learning strategies, evaluation and programmed activities were modified. Theoretical methods such as the historical-logical, analysis-synthesis and empirical documentary review, observation and interview were used to create guidelines to characterize and assess the possibilities of the 27 8th grade students with Down Syndrome (DS), as well as the curricular modification of the program conducted for this grade, based on the use of cooperative games for their enjoyment and improvement of competences and physical-emotional skills in order to make life more pleasant for students with (DS), as evidenced by the favorable theoretical assessment and the possibilities of application of the cooperative games system for students with (DS), its structuring in components, phases and actions for the execution of this process; manifested by the specialists consulted.