A perspectiva da inclusão na educação física escolar, nos anos iniciais do ensino fundamental

Abstract

For many physical education classes are a source of pleasure and joy, and always expected within the school environment. From this characteristic, Physical Education can contribute to the process of including children with special needs in regular schools. Their own content and objectives contribute to a better perspective on aspects of child development motor, cognitive, affective and social. Inclusion is the ideal way to ensure equal opportunities and enable disabled children can relate to other children and establish trade to grow. This study aimed to propose the inclusion of children with special needs in physical education classes in the early years of elementary education, with reference to several authors and the Theory of Multiple Intelligences. Physical Education contributes to the development, and help in the understanding of content related to several of the multiple intelligences. Because it is a discipline where the playfulness, freedom and individuality are expressed, it becomes an ideal environment for both learning of normal children, as the special educational needs and provides the relationship between them. By offering the full development of aspects of motor, affective, cognitive and social, physical education enables the child to be included in the special room and regular part of the common educational system. Performed within a perspective of inclusion through the Physical Education building on Multiple Intelligences and also in accordance with the ideas of these authors will become essential in an inclusive school discipline.