The Inclusion of Students with Disabilities and Teacher Training. An Analysis in Elementary and Secondary Education

Abstract

This qualitative, exploratory study analyzed exactly who the students with disabilities in the final elementary and high school years were, alongside how physical education teachers were trained regarding inclusion. To achieve this specific objective, the research successfully employed a semi-structured interview strategy to gather very detailed insights into this current school environment. The interview was conducted with 25 teachers working at these levels of education, with questions related to reports on the types of disabilities most present in the classes and professional training. The responses were analyzed in light of Bronfenbrenner's Bioecological Theory of Human Development (BTHD), through the PPCT model - Process-Person-Context-Time - emphasizing the importance of the environmental context for the effectiveness of the inclusive process. An increase in the number of students with disabilities in the school context in recent years was identified. A greater presence of intellectual disability, ASD, and ADHD was also evidenced, in addition to the fragility in initial training to consolidate inclusive Physical Education classes. 64 % of teachers had a course related to the inclusion of people with disabilities during their undergraduate studies, while 36 % did not. Physical Education inclusion has expanded recently, but professionals state that their initial training was completely deficient. Most report lacking adequate continuing education courses in their current professional practice. Therefore, there is a vital need to expand continuing education proposals on the inclusive process. Doing this will create a meaningful environment for the successful development of these inclusive classes within the school context.