Necesidades Educativas Especiales y Educación Física: un análisis desde la propuesta curricular ministerial de Chile (Special Educational Needs and Physical Education: an analysis from the Chilean ministerial curricular proposal)

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 56-65
Author(s):  
Franklin Castillo-Retamal ◽  
Bastián Cárcamo Garrido ◽  
Héctor Aravena Calderón ◽  
Alfonso Valenzuela Zakuda ◽  
Tomás Pérez Farías ◽  
...  
Keyword(s):  
Physical Education ◽  
National Curriculum ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Education And Health ◽  
Documentary Analysis ◽  
Qualitative Descriptive ◽  
General Work

  El artículo tiene como objetivo analizar las Bases Curriculares (BC) de la asignatura de Educación Física y Salud (EFS) en relación con la atención de estudiantes con Necesidades Educativas Especiales (NEE). Se utilizó una metodología cualitativa de tipo descriptiva que tiene como procedimiento el análisis bibliográfico y documental. Los resultados indican que las BC no están diseñadas en lo específico para trabajar con estudiantes con NEE puesto que no existen orientaciones puntuales para ello, sino que el enfoque está en el trabajo general con estudiantes que no tienen dificultad para conseguir los objetivos y habilidades establecidas por el currículo nacional chileno. Se concluye que las BC están orientadas a la homogeneidad del alumnado y presenta poca o nula utilidad en el abordaje de la EFS propiamente tal en este grupo. Abstract. The article aims to analyze the Curricular Bases (BC) of the Physical Education and Health (EFS) subject in relation to the attention of students with Special Educational Needs (SEN). A qualitative descriptive methodology was used that has as a procedure the bibliographic and documentary analysis. The results indicate that the BC are not specifically designed to work with students with SEN since there are no specific guidelines for it, but rather that the focus is on general work with students who do not have difficulty in achieving the objectives and skills established by the national curriculum. It is concluded that the BC are oriented to the homogeneity of the students and that their usefulness does not contribute to the approach of the SAI itself in this group.

scholarly journals The Inclusion of Pupils with Special Educational Needs

2010 ◽  
Vol 19 (1-2) ◽  
pp. 87-115 ◽  
Author(s):  
Anthony Maher
Keyword(s):  
Social Issue ◽  
Secondary School ◽  
National Curriculum ◽  
Educational Needs ◽  
British Society ◽  
Special Educational Needs ◽  
Secondary School Education ◽  
Documentary Analysis ◽  
Norbert Elias ◽  
Key Concepts

The Inclusion of Pupils with Special Educational Needs The paper examines the planned and unplanned outcomes associated with the inclusion of pupils with special educational needs (SEN) in the National Curriculum Physical Education (NCPE) in Britain. This involves the use of key concepts from figurational sociology, and documentary analysis, to examine the emergence of disability as a social issue in British society and in secondary school education. Norbert Elias' game models (Elias, 1978) are then used to analyse the NCPE 1992, 1995 and 2000 documents, and their associated consultation materials. This allows the researcher to identify all the major players involved in the formulation of the NCPEs, and the extent to which the objectives of each player, and their subsequent power struggles with each other, impacted upon the overall objectives and content of the NCPEs. The game models are then used to examine the extent to which the objectives of the players involved in the implementation of the NCPE generated outcomes which none of the players planned for, or could have foreseen.

scholarly journals Physical Education and Special Educational Needs in North-West England

2010 ◽  
Vol 19 (5-6) ◽  
pp. 263-283 ◽  
Author(s):  
Anthony Maher
Keyword(s):  
Physical Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
North West ◽  
Individual Interviews ◽  
Team Games ◽  
The North ◽  
General Feeling ◽  
Limited Opportunity

Physical Education and Special Educational Needs in North-West EnglandThe paper examines the inclusion of pupils with special educational needs (SEN) in mainstream secondary schools from the perspective of physical education (PE) teachers. The findings of this case study, which used individual interviews and was undertaken in the North-West of England, suggest that team games are activities which teachers find particularly difficult to plan and deliver in an inclusive way. Specifically, many teachers suggested that there was limited opportunity for individual planning during team games and that they found it difficult to develop and implement rules and adapt games to make them more inclusive. Moreover, there was an expressed feeling among teachers that, first, their initial teacher training (ITT) had not prepared them adequately for their day-to-day endeavours to include pupils with SEN in PE; and, second, that the schools in which they work are not providing them with any inclusion training. Finally, there was a general feeling among PE teachers that they are not receiving enough support from special educational needs coordinators (SENCOs) and learning support assistants (LSAs) whose role is, lest we forget, to enable teachers to include pupils with SEN in the mainstream education system.

scholarly journals La formación del profesor de Educación Física en las Necesidades Educativas Especiales, hacia la reflexión y la acción, desde acuerdos internacionales y Leyes en Chile (The training of the Physical Education teacher in Special Educational Needs, towards

Retos ◽  
2021 ◽  
Vol 44 ◽  
pp. 709-715
Author(s):  
Antonio Castillo-Paredes
Keyword(s):  
Physical Education ◽  
Educational Needs ◽  
Special Education Students ◽  
Physical Education Teacher ◽  
Special Educational Needs ◽  
Education Students ◽  
Education Teacher ◽  
Motor Activities ◽  
Minimum Requirements ◽  
The Right

  El Informe Warnock y la Declaración de Salamanca, establecieron criterios estandarizados sobre conceptos y requerimientos mínimos para una enseñanza homogénea de los centros educativos para las personas con Necesidades Educativas Especiales (NEE). Las NEE dentro de la normativa en Chile, se clasifican en Necesidades Educativas Especiales Permanentes y Transitorias. Las cuales, mediante Decretos, Leyes y acuerdos internacionales, los niños, niñas y adolescentes tienen el derecho de una educación de calidad, tendiendo en consideración las características particulares que pueden presentar los estudiantes, este acompañamiento puede ser transitorio y/o permanente. De esta manera, se busca que, a través de la Educación Especial, el alumnado obtenga herramientas necesarias para su utilización en contextos sociales y laborales. Sin embargo, desde la Educación Física en contextos escolares, se evidencia poca preparación o conocimiento de las características de las NEE que presente un estudiante por parte del profesor de Educación Física, si bien, en distintas universidades se encuentra la asignatura que dote a los estudiantes de pedagogía de herramientas y competencias para el trabajo con escolares con NEE, se evidencia que existe una falta de componentes teóricos y prácticos para trabajar con NEE. Finalmente, se invita a la reflexión para la utilización de actividades físico – deportivas o motrices adaptadas, las cuales podrían permitir ser una herramienta complementaria e inclusiva en la clase de Educación Física escolar.  Abstract. The Warnock Report and the Salamanca Declaration established standardized criteria on concepts and minimum requirements for a homogeneous teaching of educational centers for people with Special Educational Needs (SEN). SEN within the regulations in Chile are classified as Permanent and Transitory Special Educational Needs. Which, through Decrees, Laws and international agreements, children and adolescents have the right to a quality education, taking into consideration the characteristics that students may present, this accompaniment may be transitory and / or permanent. In this way, it is sought that, through Special Education, students obtain the necessary tools for their use in social and work contexts. However, from Physical Education in school contexts, little preparation, or knowledge of the characteristics of SEN presented by a student is evidenced by the Physical Education teacher, although, in different universities there is the subject that provides students pedagogy of tools and competencies for working with schoolchildren with SEN, it is evident that there is a lack of theoretical and practical components to work with SEN. Finally, reflection is invited for the use of adapted physical - sports or motor activities, which could allow them to be a complementary and inclusive tool in the school Physical Education class.

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