Acessibilidade arquitetônica e instrumental em escolas e aulas de Educação Física

Abstract

Advance the inclusion and provide accessibility conditions for people with deficiency has a directly link. Thus, accessibility and architectural barrier elimination are essential to support students with deficiency inclusion at all school spaces, mainly, at spaces of Physical Education classes. This study aims to analyse the architectural and instrumental accessibility on spaces Physical Education classes of four inner city schools of Rio Grande do Sul. As instrument for data collect had been used the Protocol to Accessibility Evaluation based in Corrêa (2010) to verify the accessibility; and to verify the Physical Education materials had been used an Spaces and Materials of Physical Education Form based in Afonso and Munster (2008). The schools did not present architectural accessibility according the Protocol. Regarding instrumental accessibility, there were a few Physical Education materials. None schools had specific or adapted materials for people with deficiency. Therefore, the schools did not present architectural and instrumental accessibility integrally. For this, there is change necessity: it is important that schools rethink the spaces, promotes actions and get to change itself in accessible places to all people.