Physical-recreational activities for the inclusion of students with attention deficit and hyperactivity disorder in physical education

Abstract

Introduction. Educational inclusion constitutes a process through which it is guaranteed that all students have access to quality education in a safe learning environment. Regularly in educational contexts, students with attention deficit hyperactivity disorder are not accepted, based on identifying difficulties in adapting to physical education classes, for students who have this disorder. Aim. Design physical-recreational activities for the inclusion of students with attention deficit and hyperactivity disorder in the Physical Education of the “José Ingenieros” school. Methodology. A methodology was used with a qualitative, non-experimental, descriptive-explanatory and cross-sectional approach, accompanied by theoretical and empirical methods; the methods used were historical-logical, analytical-synthetic, inductive-deductive and modeling, within the empirical methods observation and documentary analysis were used, accompanied by techniques such as the observation guide and the interview. Results. 1. It was found that teachers do not always use physical activities adapted to work on inclusion in physical education classes 2. It was possible to design 7 physical-recreational activities, whose structure is made up of objectives, materials, development, forms of evaluation and adaptations; 3. Its validity was demonstrated from a theoretical point of view by the criteria of specialists and from practice based on a pedagogical experience which lasted six classes. Conclusions. The proposed system of physical-recreational activities is especially useful in the context of the Physical Education class; contributing favorably to the inclusion process of students who have attention deficit hyperactivity disorder. General area of ​​study: Education. Specific area of ​​study: Inclusive Physical Education. Study type: Original.