FACILITATORS AND BARRIERS TO THE INCLUSION OF CHILDREN AND ADOLESCENTS WITH DISABILITIES IN PHYSICAL EDUCATION IN CHILE

Abstract

The inclusión of children and adolescents with disabilities in Physical Education is essential for educational models under the framework of social rights to ensure quality and equity. This research aimed to analyze the facilitators and barriers that exist when implementing Physical Education in the school context in Chile. This qualitative research of constructivist ontology included participants from Chilean schools (school administrators, professionals, and families) who participated in focus groups as a data collection instrument. The main finding of this research indicates that variables behave in a dual manner; that is, they depend on the context and its characteristics to be considered facilitators or barriers to the inclusion process in Physical Education. The findings indicate that to favor the inclusion process, the training of teachers, the dynamics, teams, the educational and organizational culture, the infrastructure and materials, the work environment, the attitudes of the educational community, and the role of the family must be considered.

Keywords
Social Inclusion; Physical Education and Training; Diversity; Equity; Inclusion