Inclusive didactic strategy for the development of basic motor skills in students with intellectual disabilities

Abstract

Basic motor skills are fundamental to the comprehensive development of students, as they not only promote physical health and well-being but also positively influence cognitive and social development. However, the inclusion of students with intellectual disabilities in the development of basic motor skills presents significant challenges, such as their exclusion from participation in physical education classes due to the lack of adapted activities suited to their abilities. The objective is to propose an inclusive didactic strategy based on playful practices; through educational games, the aim is to develop basic motor skills in children with intellectual disabilities in the eighth year of General Basic Education at the Nicanor Aguilar Maldonado Educational Unit, located in the canton of Gualaceo, in the Republic of Ecuador. The research approach is qualitative, as a bibliographic review was conducted to obtain theoretical foundations, observation of the student group, the application of an open questionnaire to 25 physical education teachers, and an interview with the student who presented an intellectual disability. The results were analyzed qualitatively, which helped to identify the educational process, demonstrating that the pertinent didactic strategy using games contributes to strengthening basic motor skills, allowing students to construct their own knowledge through experimentation, exploration, skills, and abilities. The strategy was validated through expert judgment using the Delphi technique, demonstrating a positive impact and evaluation for application in school contexts.