Adapted physical education: methodological aspects, infrastructure, and evaluation in public regular education in Teresina, Piauí

Abstract

The inclusion of disabled people in Physical Education classes is a current problem. Many teachers do not feel prepared to make the necessary adaptations so that inclusion is actually carried out in their classes. Therefore, the objective of the present study was to analyze how Physical Education teachers can adapt their classes in order to truly promote the inclusion of students with special needs in Teresina - PI. The research is descriptive, transversal and with a qualitative/quantitative approach. It was made by consulting ten Physical Education teachers who work in public schools. The instrument used was a questionnaire  with closed and open questions. Quantitative data analysis was performed using percentages, means and standard deviation, using the Excel program. Then, the answers to the open questions were separated by content, through interpretive analysis. As a result, the research showed that teachers adapt their Physical Education classes so that there is an effective inclusion process. Regarding the infrastructure to receive students with disabilities, the present study showed that 50% of the schools are not prepared with an adequate architectural infrastructure for inclusion and, regarding the issue of methodological suggestions that help inclusion, the teachers interviewed showed that there is a need for teaching and auxiliary resources and more training and training for teachers to be able to implement inclusion in regular teaching classes. Therefore, the study showed that teachers are adapting their classes, through inclusive, playful or group activities, favoring the inclusion process. However, infrastructure is still a worrying topic on the subject, as well as the training of teachers and auxiliary resources so that there is indeed an effective inclusion in regular education in public schools of Teresina - PI.