Didactic Strategy for the Educational Inclusion of Children with Intellectual Disabilities in Physical Education

Abstract

Mild intellectual disability is a condition that affects the higher mental abilities of a person, limiting their ability to process, store and retrieve information. The research presented here arises from observing that a student with mild intellectual disability does not participate in the activities programmed in Physical Education because he/she presents difficulties in motor skills and competences, manifested behaviors in the different contexts where she develops; therefore, the objective was to propose a didactic strategy for the educational inclusion of students with intellectual disability in Physical Education classes of Second Year of General Basic Education, Elementary level, in the Unidad Educativa República del Ecuador of the city of Otavalo. It has a scope that starts from the exploratory, descriptive level, until reaching an explanation of the phenomenon under investigation. The results reveal the insufficient treatment to the inclusion of students with Mild Intellectual disability from the Corporal Expressive Communicative Practices in the Physical Education class, the didactic strategy shown is a way that guarantees a better understanding, enjoyment and guarantee of well-being in society in students with this kind of disability. The proposal is valued by the specialists as very adequate and according to the system, it is a very useful tool for the inclusion of students with this disability in the Physical Education lesson, the didactic strategy shown is a way that guarantees a better understanding, enjoyment and guarantee of well-being in society in students with this intellectual disability.