Coordinative games for the inclusion of students with Down Syndrome in the Physical Education class.

Abstract

Coordination games stimulate motor, psychosocial and communicative action in children with disabilities. The research presented here aimed to propose an educational alternative to promote play as a dynamic element for the inclusion of students with Down Syndrome in the Physical Education class, in the Atahualpa educational unit in the city of Ambato. It has a mixed approach since it is based on collecting, analyzing and integrating both quantitative and qualitative research, for a better understanding of the problem to be study, where theoretical methods such as historical-logical, analysis-synthesis and among the empirical methods the documentary review, observation and the survey were used. The results achieved in the diagnosis demand an urgent solution to the existing problem. Hence, it is proposed an educational alternative to promote play as a dynamic element for the inclusion of students with Down syndrome in physical education classes at the Atahualpa educational unit in the city of Ambato, whose theoretical assessment combined with its implementation led to an improvement in the quality of the inclusion process in physical education classes, through the implementation of a system with systemic, systematic, projective, coordinated and contextualized actions that respond to the growing needs of students with Down syndrome.