Application of the DUA method in Physical Education for the inclusion of students with intellectual disabilities
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Abstract
Educational inclusion, especially for students with mild intellectual disabilities (ID), is a relevant challenge today. This condition affects cognitive, motor, emotional and social areas, which hinders active participation in physical activities and sports. This study, with a mixed approach, seeks to explore the application of Universal Design for Learning (UDL) in Physical Education as a tool to improve the inclusion of students with mild ID. We worked with a non-probabilistic The study was carried out with a non-probabilistic sample of 7 students from an educational institution in Guayaquil, Ecuador, using observation and focus group techniques. The quantitative results, analyzed with the Likert scale, showed that most of the students were in that the majority of the students were at “regular” levels of inclusion, while the one student “regular”, while the student with mild ID was at a ‘low’ level. Through the focus group, barriers were identified in active participation, physical and cognitive accessibility, and motivation. Based on these findings, an intervention based on the SAD was proposed, adapting activities and strategies to improve accessibility and engagement. The analysis of qualitative and quantitative data confirms that the SAD improves inclusive participation, strengthening both the motivation of the student with mild ID and cooperation among peers. It is concluded that the implementation of inclusive strategies such as the SAD promotes a more equitable educational environment, with benefits for all students, regardless of their abilities or special educational needs.
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