A inclusão de alunos com necessidades educativas especiais nas aulas de Educação Física

Abstract

It is believed that a school which offers inclusive education has the appropriate qualifications to spread this kind of education. This school is supposed to give pupils with special needs conditions to attend classes and to obtain the adequate knowledge for their education. The present research is qualitative and utilized the semi-structured interview as an instrument. In this study, we can analyse the affective relationship between the pupils with special needs and the teacher, and between them and their classmates. It also analyses these pupils involvement in the activities proposed as well as the quality of the Physical Education classes adapted for them. Another relevant item analysed in this study is related to the posture of the teacher and the difficulties they face when teaching an heterogeneous group together with the inclusion of pupils with special needs. It is concluded that it is very hard to work with inclusive education when the teachers do not have the necessary knowledge to perform a work with quality. Considering the affective relationship, the study shows that the acceptance of pupils with special needs is very favourable in the school. However, the Physical Education classes are far from being relevant for these pupils.