The Physical Condition in the Physical-Motor Disability, Case of Studies in Elementary Schools

Daniela Milagros Palacio González,Lirian Ruiz Reyes,Alberto Bautista Sánchez Oms,Sara González Santos

doi:10.11648/j.ajss.20210902.11

Daniela Milagros Palacio González, Lirian Ruiz Reyes + Show 2 more

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https://doi.org/10.11648/j.ajss.20210902.11

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Abstract

The research presented is based on the need to apply the contents related to the subject Physical Activity Adapted to Inclusive Physical Education in a coherent and understandable way, offering the possibility of knowing what to do at each moment of the practice of physical activities aimed at children with Special Educational Needs (SEN). A work algorithm is designed based on the determination of the general objective related to the diagnosis of the state of the physical condition indicators in the schoolchildren taken as a sample. It works with a population of three schoolchildren with physical motor disabilities, belonging to the Jose Marti primary school in the Caibarien municipality. From the methodological point of view, theoretical and empirical methods are used, within the latter the case study as a general methodology to present the results of methods such as: documentary analysis, interview and measurement. As a result, the measurement of anthropometric indicators of physical efficiency is obtained: speed, flexibility and leg strength, as well as laterality, balance and spatial orientation, these are described and analyzed to enrich the comprehensive pedagogical diagnosis of schoolchildren and facilitate their inclusion in the Physical Education class, the precision of said indicators that respond to the specific situations of each case is achieved, in order to pay special attention to working with diversity, showing that the schoolchildren with (SEN) taken as a sample In research, they can be included in the Physical Education classes of the grade, based on respect for differences.

Highlights

In various national and international scientific exchanges, in the educational field, the problem of the inclusion of children, adolescents and young people with Special Educational Needs (SEN) has been analyzed in depth, among them we can mention: Universal Declaration of Human Rights [11]; Declaration of the Rights of the Child [12]; Warnock Report [24]; Salamanca World Conference UNESCO [25]; Events of the Latin American Center for Special Education, CELAEE [8], Urquiza & García [26], among others
According to Castro [10], Borges [7], SEN of a physical motor nature are those considered by people who have a temporary or permanent deterioration in the osteomyoarticular and / or nervous system, which limits the performance of gross motor acts and fine that generate a set of different educational needs, as they are limited to carrying out activities that other contemporaries can carry out without requiring special aid
In the teacher's lesson plan; There are no individualized activities for differentiated attention to these, nor are the American Journal of Sports Science 2021; 9(2): 32-36 details and suggestions regarding the treatment of schoolchildren with physical-motor limitations in primary school taken into account

Summary

Introduction

In various national and international scientific exchanges, in the educational field, the problem of the inclusion of children, adolescents and young people with SEN has been analyzed in depth, among them we can mention: Universal Declaration of Human Rights [11]; Declaration of the Rights of the Child [12]; Warnock Report [24]; Salamanca World Conference UNESCO [25]; Events of the Latin American Center for Special Education, CELAEE [8], Urquiza & García [26], among others.Of these spaces, authors such as Acedo & Opertti [1], Blanco, & Duk [3], Infante [18], have taken up central ideas, to defend the educational integration and inclusion of schoolchildren with SEN, as a guarantee of equity, equality and respect, in the educational system but in all the processes of society, so that each one receives its benefits in the settings that best suit their needs and potential and the real possibilities of the contexts in which they live. In various national and international scientific exchanges, in the educational field, the problem of the inclusion of children, adolescents and young people with SEN has been analyzed in depth, among them we can mention: Universal Declaration of Human Rights [11]; Declaration of the Rights of the Child [12]; Warnock Report [24]; Salamanca World Conference UNESCO [25]; Events of the Latin American Center for Special Education, CELAEE [8], Urquiza & García [26], among others. Castro [10] states that: "The person suffers a physical-motor disability when he has a partial or total loss, temporary or permanent, of any of his motor functions and / or his physical integrity."

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