Quais são as atitudes dos professores para a inclusão de alunos com deficiência intelectual nas aulas de educação física escolar?

Abstract

This study identified teachers' attitudes towards the inclusion of students with intellectual disabilities in school physical education classes. Twelve physical education teachers (63%) and seven trainees (37%) took part in the study (age: 32±11 years; Male: n = 11, 58%; Female: 8; 42%; experience: 6 months to 30 years) from the public network (Municipal: n = 11, 58%, State: n = 4, 21% and Both: n = 4, 21%) of Ceará (n = 14; 74%), Santa Catarina (n= 2; 11%), Minas Gerais, Distrito Federal, Pernambuco (n = 1; 5%). A questionnaire on their attitudes towards the inclusion of students with intellectual disabilities in mainstream classrooms was used as the data collection tool. The main findings of the study were that the participants believe they have sufficient knowledge to work with students with intellectual disabilities. We observed that the participants have a positive view of the inclusion of students with intellectual disabilities, as they believe they are capable of adapting lessons, managing behavior and also minimizing the learning difficulties of these students. The main barriers that hinder the inclusion of students with ID are the lack of suitable materials, help and support from the multidisciplinary team, as well as the teacher's difficulty in accessing medical reports in advance. We conclude that the participants in the research have positive attitudes towards the inclusion of students with intellectual disabilities in school Physical Education classes.