Adaptações metodológicas para pessoas com deficiência nas aulas de educação física escolar

Abstract

The aim of this study was to investigate the methodological adaptations used by physical education teachers to include students with disabilities. Sixteen physical education teachers took part in the study (age: 36±5 years; male: n = 9; 56%, female: n = 7; 44%; length of experience: 2 to 24 years) from the private (n = 3; 18.8%), municipal (n = 5; 31.3%), state (n = 4; 25.0%) and other teachers from more than one education network (Private/State: n = 1; 6.3%, Private/Municipal/State: n = 2; 12.5% and Municipal/State: n = 1; 6.3%). To collect the data, we used a questionnaire divided into questions about the characterization of the participants, Professional Intervention and Methodological Adaptations. Our main results indicate that material adaptations are the most commonly used, with a focus on changing the size, format, weight, color and texture of the materials. Methodological adaptations are also used with a focus on changing teaching objectives and strategies. As for teaching styles, teachers prefer those with an inclusive approach focused on the task and through guided discovery. The main teaching strategies were demonstration, physical assistance and verbal instruction/guidance. Adaptations made to the environment are based on minimal modifications (e.g. sound or tactile references in the environment, etc.). On the other hand, adaptations to the rules of the activities and/or sport and the ways in which students are assessed are made with partial modifications by the teachers. We conclude that the adaptations used by physical education teachers to teach classes for students with disabilities focus on methodological changes, changes to materials, changes to the practice environment, changes to the rules and changes to teaching styles/strategies. Taken together, these adaptive practices represent steps towards ensuring inclusive and equitable experiences for all students in physical education classes.