A percepção de professores sobre barreiras, facilitadores e estratégias para inclusão de alunos com deficiência nas aulas de educação física

Abstract

The increasing presence of people with disabilities in common schools, become the discussion about the inclusive practices very important. The subject of physical education as a component of the school curriculum, must propitiate for all student, without exclusion, experiences, practices and new learning. However, there are situations that can make it difficult to include he student. The objective of the study was to identify the barriers, acilitators and strategies developed by Physical Education teachers for the inclusion of students with disabilities in their classes. The sample was made by 52 teachers and 7 were interviewed. There was a relation between the number of facilitators and the teacher's profile, regarding postgraduate. As for the levels of specialization, it was observed that the teachers more graduated was the teachers that perceive more facilitators. Regarding the barriers, a significant result was observed between the age group and teaching time. The data showed a greater perception of facilitators than barriers by teachers. The strategies used by the teachers were: To do with the student5=4´p, help for colleagues, activities and attractive material, material creation, adaptation activities, demonstration, individual explanation and stimulation in the student's permanence in the physical education space, give feedback.It was concluded that the continuing teacher education can help teachers have more facilities to include their students. The continuous search for knowledge can be a great collaborator in school inclusion. Human resources can be the solution to many teachers barriers, which makes it important the mobilization of the school community to everyone can act in a way that contributes to achieving a more inclusive school, thus creating a effectively inclusive society.