Corporal expression in the educational inclusion of students with special educational needs

Abstract

The objective of this research was based on analyzing how corporal expression affects educational inclusion in students with Special Educational Needs, a methodology with a non-experimental design was applied, supported by a bibliographic design, the type of research was field and a descriptive-explanatory and documentary level, in the same way a survey was applied to 19 students of the Faculty of Physical Education of the University of Guayaquil, whose questionnaire was based on Likert-type responses, and its reliability was determined by Cronbach's alpha coefficient with a value of 0. The reliability of the questionnaire was determined by Cronbach's alpha coefficient with a value of 0.72, and the data analysis proceeded to make a representation through frequencies and percentages of the dimensions evaluated for each variable, it was determined that corporal expression has a high positive correlation with inclusive education. Finally, it is concluded that physical education through corporal expression plays a very important role in students with SEN because it allows them to know themselves, develop better communication skills and be able to adapt to the group; however, it is true that some students manifest disruptive behaviors that generate inadequate communication with the teacher or their classmates.