Individualized education plan applied to physical education as a support for inclusion in Brazilian schools

Abstract

ABSTRACT To-date, the Brazilian education system does not foresee using the Individualized Education Plan (IEP) for students with disabilities (SWDs) enrolled in general schools. Given the current lack-of national guidelines in this sense, this research sought to analyse the collaborative construction process and-the applicability of the IEP in the physical education (PE) context. Specifically, it aimed to elucidate the consequences of the optional (non-mandatory) implementation of the IEP in PE classes. Based on a qualitative and descriptive approach, collaborative research was established involving a partnership among researchers and physical education teachers (PETs), to support the inclusion of SWDs in PE classes. The study was conducted in two public schools in a district of São-Paulo, Brazil. The content analysis resulted in five categories: previous knowledge about the IEP-PE by the PETs; insufficiency in PETs’ initial training; changes in the perception and attitudes of PETs towards SWDs; the influence of IEP-PE on teaching program and pedagogical practices; and difficulties in constructing and applying the IEP-PE. In conclusion, the IEP-PE consists of-a pedagogical tool to help PETs identify the limitations and potentialities of SWDs. It-also supports adjustments in the curriculum and implementation of adaptations in PE classes, favoring the inclusion of SWDs in-this context.