Maria Luiza Tanure Alves

A percepção dos alunos com deficiência sobre a sua inclusão nas aulas de Educação Física escolar: um estudo de caso

The study aims to investigate the inclusion from the perspective of disabled students within the context of physical education classes. Participants were three female students between 12 and 21 years with physical disabilities or visual. The study used semi-structured interviews with pre-defined schedule and field records as measuring instruments. Inclusion in the context of physical education classes is linked to three key factors: adaptation, social participation and capacity. These factors act dependent and complementary to building a sense of belonging, acceptance and value within the group.

A participação de alunos com síndrome de Down nas aulas de Educação Física Escolar: Um estudo de caso

The objective of this study was to observe real-world inclusion of children with Down Syndrome (SD) in physical education classes in school. Furthermore, we identified possible hindering and facilitating factors during classes. This analysis was performed through systematic observation of physical education classes during the school year. Thirty-three (20 boys and 13 girls) 3 rd grade students served as subjects for this study. The student with SD did not show difficulties in understanding and performing activities during practice. However, he did not easily establish social relationships with his peers.

A exclusão nas aulas de educação física: fatores associados com participação de alunos com deficiência

O estudo tem como objetivo analisar os fatores relacionados com a exclusao do aluno com deficiencia nas aulas de educacao fisica. O estudo contou com a participacao de tres estudantes (entre 12 e 21 anos) com deficiencia visual ou fisica. Foram utilizados a entrevista semi-estruturada e anotacoes de campo como instrumentos de medida. As entrevistas seguiram roteiro pre-estruturado com questoes relativas a percepcao subjetiva de exclusao para o aluno com deficiencia. Para estes, a exclusao esta associada com a falta de adaptacao nas aulas, isolamento social e sentimento de inferioridade. Estes tres fatores se apresentam de forma associada e conjunta.

“We can’t do anything”: The experiences of students with visual impairments in physical education classes in Brazil:

Inclusion is a subjective experience related to sense of belonging and acceptance. In this way, the specific nature of a disability can have particular implications on the obstacles one experiences in physical education. Thus, the main objective of this study was to investigate the experiences of students with visual impairments in physical education classes in Brazil from an individual and subjective perspective. Eight students with visual impairments (five female students and three male students) between 13 and 18 years participated in the study. Interviews, which utilized a semi-structured interview guide, were used to obtain important information from the students. Interview transcripts were analyzed by the content analysis technique. Results revealed two main themes: (1) participation and (2) social interaction. Exclusion from physical education activities was omnipresent among the experiences of students with visual impairments. Physical education teachers did not recognize physical education classes as a place for student with visual impairments.

A AULA DE EDUCAÇÃO FÍSICA E A INCLUSÃO DA CRIANÇA COM DEFICIÊNCIA: PERSPECTIVA DE PROFESSORES BRASILEIROS

This study analyzed Physical Education teachers’ concept of inclusion and determined positive and negative aspects of inclusion in their classes. Interviews were conducted with 18 Physical Education teachers working in Brazilian public schools. Data collected were examined by content analysis to search for emerging themes. The findings showed that inclusion was understood as participation and learning for all children rather than only for those with disabilities. Team sports were pointed as the main challenge for the inclusion of students with disability. Initial and continuing education programs for teachers need to target effective pedagogical practices to promote inclusion, leading to restructuring Physical Education teachers’ training.Licence Creative Commom Abstract: This study analyzed Physical Education teachers’ concept of inclusion and determined positive and negative aspects of inclusion in their classes. Interviews were conducted with 18 Physical Education teachers working in Brazilian public schools. Data collected were examined by content analysis to search for emerging themes. The findings showed that inclusion was understood as participation and learning for all children rather than only for those with disabilities. Team sports were pointed as the main challenge for the inclusion of students with disability. Initial and continuing education programs for teachers need to target effective pedagogical practices to promote inclusion, leading to restructuring Physical Education teachers’ training.

Os caminhos percorridos pelo processo inclusivo de alunos com deficiência na escola: uma reflexão dos direitos construídos historicamente

Inclusion group supports high quality education to students with disability within regular educational system. Brazilian laws determine that schools should have necessary conditions to facilitate students’ learning. The aim of this paper is to critically review students with disability inclusionary process in Brazilian educational system based on regulating laws. Thus, it will be possible to observe and to think of gradual development, as well as of possible existing mistakes. Only articles referring to inclusionary process itself, which started during 1990’s, were reviewed. Current Brazilian educational laws state that educational system should adjust to the needs and limitation of students with disability, general development disorder, or gifted. However, special educational resources are limited only to students with physical and psychological conditions acknowledged by a medical expert.

‘I didn’t do anything, I just watched’: perspectives of Brazilian students with physical disabilities toward physical education

ABSTRACT Teachers in physical education (PE) classes continue to face problems promoting effective participation of students with disabilities. To better comprehend these issues, we need to advance discussions on PE programming and curricula, as well as the values about ability and performance that are communicated through these mediums. Difficulties with inclusion in this specific educational context are associated with more than simply a lack of adaptations in activities, but with values embedded in practices associated with disability. The purpose of this study was to analyse the inclusion of students with physical disabilities in PE classes through a cultural analysis of curriculum, disability and PE. Data were collected through semi-structured face-to-face interviews and reflective field notes. Seven students with physical disabilities enrolled in different schools in urban regions of a Brazilian city participated in this study. The interviews were examined through content analysis technique by two researchers, with categorisation into thematic categories. Findings include enacted values of sports practices where performance and ability are prioritised. A lack of participation was associated with curricular choices and values presented by PE teachers. The effectiveness of the inclusion process in PE class is discussed.