Integration strategy for team cooperation between students with and without disabilities in Physical Education
DOI:
https://doi.org/10.62697/rmiie.v4i3.234Keywords:
Educational inclusion, cooperation, disability, physical education, pedagogical strategies, integrationAbstract
Cooperative work is an important educational resource for developing social skills, empathy, and mutual respect among students. The study aimed to design an integration strategy for team cooperation between students with and without disabilities in physical education classes. This was a non-experimental study with a mixed approach and a descriptive-explanatory scope. It used interview methods, observation, and document analysis to characterize the current status of school inclusion, which revealed contradictions between teacher statements and observations made during the educational process. These results demonstrated the need to design a five-phase strategy: diagnosis, planning, execution, evaluation, and adjustment, based on the fundamental principles of equity, respect for diversity, and the comprehensive development of socio-emotional competencies. The proposal was validated using focus groups, and the teacher evaluators considered the strategy to be relevant in its structure, applicable to the inclusive pedagogical process of physical education, and consistent across its phases.
Downloads
References
Basso-Braz, A., Radaelli Gatti, M., de Abreu van Munster, M., & Resende da Costa, M. da P. (2024). Estratégias para a inclusão de estudantes com deficiências na educação física escolar: Uma revisão sistemática. Movimento, 30. https://doi.org/10.22456/1982-8918.124293
Bennasar García, M. I. (2022). Estrategias pedagógicas de la educación física en alumnos con discapacidades y necesidades educativas especiales. Revista de Ciencias Humanas, Teoría Social y Pensamiento Crítico, (Extra-No. 1), 329-340. http://doi.org/10.5281/zenodo.6551183
Bertills, K., & Björk, M. (2024). Facilitación de la educación física regular para estudiantes con discapacidad: Perspectivas del profesorado de educación física. Frontiers in Sports and Active Living, 6. https://doi.org/10.3389/fspor.2024.1400192
Burgos Angulo, D. J., Licoa Briones, F. de J., & Tutiven Delgado, F. J. (2022). Estrategias para la inclusión de estudiantes con discapacidad en Educación Física: una revisión sistemática. RIAF. Revista Internacional De Actividad física, 3(1), 53–73. https://doi.org/10.53591/riaf.v3i1.1505
EDUCATICS. (2025). Estrategias inclusivas para fomentar la colaboración entre estudiantes con y sin discapacidad. https://educatics.ar/estrategias-inclusivas-para-fomentar-la-colaboracion-entre-estudiantes-con-y-sin-discapacidad/?full=1
EDUCREA. (2025). Métodos y Estrategias para la Integración Escolar. https://educrea.cl/metodos-y-estrategias-para-la-integracion-escolar/
Grimminger-Seidensticker, E., & Seyda, M. (2022). Mejora de las actitudes y la autoeficacia hacia la enseñanza inclusiva en futuros docentes de educación física: Resultados de un estudio cuasiexperimental en la formación del profesorado de educación física. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.909255
Guevara, A. (2025). Educación Física Adaptada: Estrategias Prácticas para la Inclusión Efectiva de Estudiantes con Discapacidad. https://ined21.com/educacion-fisica-adaptada
Holland, K., Haegele, J. A., Zhu, X., & Yu, J. (2023). “Todos quieren ser incluidos”: Experiencias con estrategias inclusivas en educación física. Journal of Developmental and Physical Disabilities, 35, 273–293. https://doi.org/10.1007/s10882-022-09852-x
Márquez Cabellos, N. G., & Andrade Sánchez, A. I. (2020). Prácticas inclusivas de estudiantes en formación docente. Educación Física y Ciencia, 22(1), e109. https://doi.org/10.24215/23142561e109
Muñoz-Llerena, A., Pedrero, M. N., Flores-Aguilar, G., & López-Meneses, E. (2022). Diseño de una intervención metodológica para el desarrollo del respeto, la inclusión y la igualdad en la educación física. Sustainability, 14(1). https://doi.org/10.3390/su14010390
Ocete, C. (2021). Deporte Inclusivo: Aplicaciones Prácticas. Instituto Andaluz del Deporte. Consejería de Educación y Deporte. Junta de Andalucía. https://observatoriodelaaccesibilidad.es/wp-content/uploads/2021/06/Deporte-inclusivo.-Aplicaciones-practicas.pdf
Omaña, E., & Alzolar, N. (2020). Estrategias pedagógicas para la inclusión del estudiante con discapacidad. Educación en contexto, 3(6). https://educacionencontexto.net/journal/index.php/una/article/view/58
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2025). La educación en valores a través de la actividad física y el deporte. UNESCO. https://www.unesco.org/es/sport-and-anti-doping/sports-values-education
Posso Pacheco, R., Maqueira-Caraballo, G., Martínez Isaac, R., & Caicedo-Quiroz, R. (2025). Curricular adaptations in physical education: A global study on the inclusion of students with specific educational needs. Journal of Infrastructure Policy and Development, 9(2). https://doi.org/10.24294/jipd10564
Ribeiro, E., Farias, C., & Mesquita, I. (2024). “Innovadores”: Cómo el andamiaje pedagógico basado en la equidad reduce las disparidades en la participación en educación física. Education Sciences, 14(10). https://doi.org/10.3390/educsci14101077
Ruiz Córdova, S. D., Quinteros, A., Palomeque Hermida, L. P., & Palomeque Hermida, C. H. (2025). Estrategias Inclusivas para estudiantes con discapacidad en escuelas públicas: Un enfoque basado en la realidad contextual. Ciencia Latina Revista Científica Multidisciplinar, 8(6), 8728-8746. https://doi.org/10.37811/cl_rcm.v8i6.15566
Valero Alvarado, V. E., Maqueira Caraballo, G. de la C., & Contreras Jauregui, F. A. (2025). Estrategias Metodológicas para favorecer la Inclusión de un Estudiante con Síndrome Down en la clase de Educación Física. Dominio De Las Ciencias, 11(1), 2233–2243. https://doi.org/10.23857/dc.v11i1.4294
Zulkifli, A. F., & Anal, R. Y. (2023). Social inclusion: benefits of adapted PE on socio-emotional well being. International Journal of Research and Innovation in Social Science, 8(4), 208–222. https://dx.doi.org/10.47772/IJRISS.2024.804017
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 María de los Ángeles Mosquera-Holguín, Madeleine de Lourdes Pumagualle-Montecé, Sonia Guerra-Iglesias
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in Revista Mexicana de Investigación e Intervención Educativa (RMIIE), of Universidad Pablo Latapí Sarre agree to the following terms:
1. Copyright
Authors retain unrestricted copyright to their work. Authors grant the journal the right of first publication. To this end, they assign the journal non-exclusive exploitation rights (reproduction, distribution, public communication, and transformation). Authors may enter into additional agreements for the non-exclusive distribution of the version of the work published in the journal, provided that acknowledgment of its initial publication in this journal is given.
© The authors.
2. License
The articles are published in the journal under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). The terms can be found at: https://creativecommons.org/licenses/by-nc-sa/4.0/deed.en
This license allows:
- Sharing: Copying and redistributing the material in any medium or format.
- Adapting: Remixing, transforming, and building upon the material.
Under the following terms:
- Attribution: You must give appropriate credit, provide a link to the license, and indicate if any changes were made. You may do this in any reasonable manner, but not in any way that suggests the licensor endorses or sponsors your use.
- NonCommercial: You may not use the material for commercial purposes.
- ShareAlike: If you remix, transform, or build upon the material, you must distribute your creation under the same license as the original work.
There are no additional restrictions. You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
