The BAPNE Method: a pedagogical alternative for the inclusion of students with physical disabilities in physical education classes
DOI:
https://doi.org/10.62697/rmiie.v5i3.403Keywords:
Pedagogical alternative, BAPNE Method, inclusion, physical disability, physical educationAbstract
Physical disability is defined as a condition that affects movement and bodily function, creating challenges in performing daily activities. This study aimed to develop a system of adapted physical activities for physical education classes, designed to enhance the physical and cognitive development of students with physical disabilities, using the BAPNE method. The research was structured under a qualitative methodological approach, employing a non-experimental design based on a case study, from a descriptive-explanatory perspective. The evaluation process was carried out using the focus group technique. To assess the physical and cognitive development of the performance observed during the adapted physical activities, a checklist was used, designed with specific indicators contextualized to the BAPNE method. The results obtained by the student with a physical disability demonstrate comprehensive progress, as they successfully integrated and enhanced physical, cognitive, and social processes, achieving significant performance within the educational context. This progress allowed it to be generally placed at the integrated level, consolidating a development that transcends from school practice to daily life, validating the relevance and functionality of the proposal to promote psychosocial inclusion.
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Copyright (c) 2026 Dario Javier Lojas-Ordoñez, Jorge Alberto Vargas-Oyola, Orlando Patricio Romero-Ibarra, Giceya de la Caridad Maqueira-Caraballo
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