Implementación de las políticas de inclusión en la clase de Educación Física en Chile:

Belen Fierro; Sebastián Lavín; Martín Aspillaga

doi:10.46642/efd.v30i330.8463

Belen Fierro Pontificia Universidad Católica de Chile (UC) https://orcid.org/0000-0002-7690-3359
Sebastián Lavín Pontificia Universidad Católica de Chile (UC) https://orcid.org/0009-0006-9050-6997
Martín Aspillaga Pontificia Universidad Católica de Chile (UC) https://orcid.org/0009-0009-8995-0080

DOI: https://doi.org/10.46642/efd.v30i330.8463

Abstract

The implementation of current national regulations in Chile, specifically Decree 83, promotes educational inclusion in the country's school settings and is aimed at all subjects in the national curriculum. However, its practical application in Physical Education classes has been poorly studied. This qualitative research aimed to explore the perceptions of physical Education Teachers (12) about the practical implementation of national guidelines that promote educational inclusion in Chilean school contexts. Through semi-structured interviews in three schools in Chile, the main assessments and experiences regarding the strengths, weaknesses, and opportunities presented in practice by the implementation of current regulations were analyzed. The findings reveal that Physical Education teachers are aware of the curriculum guidelines and the possibility of flexible teaching strategies, but significant systemic challenges remain. Among them, attitudes toward diversity and the urgency to strengthen initial teacher training and specific continuous teacher training in Physical Education for inclusion are factors that greatly strain the practical application of the standard. Finally, the implementation of national regulations is a multifactorial process that requires contextualized support and cultural changes specific to the subject to achieve genuine educational inclusion.

Keywords: Universal design for learning, Curricular adaptations, Public policies, Educational inclusion

References

Braun, V., y Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Castiblanco, A., y Andrea, P. (2023). Teacher training strategy to strengthen inclusive processes in secondary school teachers. Revista de Educación Inclusiva, 16(1), 91-103. https://revistaeducacioninclusiva.es/index.php/REI/article/view/869

Contreras, A., y Fierro, B. (2024). Formación inicial y continua de docentes de Educación Física escolar para una enseñanza inclusiva. Iberian Journal of Information Systems and Technologies, 71, 635-649. https://www.risti.xyz/issues/ristie71.pdf

Dauenhauer, B., y Stoepker, P. (2022). Physical education and physical activity within a whole school, whole community, whole child approach. Journal of Physical Education, Recreation and Dance, 93(2), 12-19. https://doi.org/10.1080/07303084.2022.2020050

Estevez Arias, Y., Sánchez X., y Llivina, M.J. (2022). Curriculum adaptations: A resource in educating new generations. Revista Universidad y Sociedad, 14(1), 527-537. https://doi.org/10.18666/TPE-2023-V80-I1-11116

Fernández Blázquez, M., y Echeita Sarrionandia, G. (2023). Towards a more inclusive education: A school transformation. Teoría de la Educación, 35(1). https://doi.org/10.14201/teri.27699

Fierro, B., y Treviño, E. (2023). ¿Qué dice la política chilena para la integración escolar?: Un análisis crítico desde la perspectiva de la equidad. Revista Española de Educación Comparada, 42, 305-317. https://doi.org/10.5944/reec.42.2023.31993

Fierro-Saldaña, B. (2024). Análisis del Currículo de Educación Física en Chile: una mirada hacia la inclusión del estudiantado. Retos digital, 56, 941-948. https://doi.org/10.47197/retos.v56.103946

Fierro-Saldaña, B., y Treviño-Villarreal, E. (2025). Inclusion of Students with Disabilities in Physical Education: The Crossroads of Systemic Coherence. Physical Culture and Sport. Studies and Research, 107(1), 37-47. https://doi.org/10.2478/pcssr-2025-0004

Furrer, V., Valkanover, S., Eckhart, M., y Nagel, S. (2020). The role of teaching strategies in social acceptance and interactions; considering students with intellectual disabilities in inclusive physical education. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.586960

Gentile, A., Giustino, V., Rodriguez-Ferran, O., La Marca, A., Compagno, G., Bianco, A., Battaglia, G., y Alesi, M. (2023). Inclusive physical activity games at school: The role of teachers’ attitude toward inclusion. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1158082

Gobierno de Chile (2015). Decreto 83. Ministerio de Educación. https://especial.mineduc.cl/wp-content/uploads/sites/31/2016/08/Decreto-83-2015.pdf

Gobierno de Chile (2010). Decreto 170. Ministerio de Educación. https://especial.mineduc.cl/wp-content/uploads/sites/31/2018/06/DTO-170_21-ABR-2010.pdf

Grenier, M., Patey, M.J., y Grenier-Burtis, M. (2022). Educating students with severe disabilities through an inclusive pedagogy in physical education. Sport, Education and Society. https://doi.org/10.1080/13573322.2022.2084064

Grimminger-Seidensticker, E., y Seyda, M. (2022). Enhancing attitudes and self-efficacy toward inclusive teaching in physical education pre-service teachers. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.909255

Hernández Sampieri, R., Fernández Collado, C., y Baptista Lucio, P. (2014). Metodología de la investigación. McGraw-Hill.

Herreros Hernández, A.L., y Batista Sardain, P. (2022). Training teachers for inclusion: evaluation of a system of actions. Revista Complutense de Educación, 33(3), 475-483. https://doi.org/10.5209/rced.74505

Holland, K., Haegele, J.A., Zhu, X., y Bobzien, J. (2023). "Everybody wants to be included": Experiences with "inclusive" strategies in physical education. Journal of Developmental and Physical Disabilities, 35(2), 273-293. https://doi.org/10.1007/s10882-022-09852-x

Karisa, A. (2023). Universal design for learning: Not another slogan on the street of inclusive education. Disability & Society, 38(1), 194-200. https://doi.org/10.1080/09687599.2022.2125792

Love, R., y Horn, E. (2021). Definition, context, quality: Current issues in research examining high-quality inclusive education. Topics in Early Childhood Special Education, 40(4, SI), 204-216. https://doi.org/10.1177/0271121419846342

Lundvall, S., y Froberg, A. (2023). From individual to lifelong environmental processes: Reframing health in physical education with the sustainable development goals. Sport, Education and Society, 28(6, SI), 684-696. https://doi.org/10.1080/13573322.2022.2062320

Mavropalias, T., Anastasiou, D., y Koran, J. (2023). Collaboration in the co-teacher dyad in inclusive classrooms: Ownership vs. agency. Teaching and Teacher Education, 128. https://doi.org/10.1016/j.tate.2023.104132

Ministerio de Educación (2013). Currículo de Educación Física y Salud. https://www.curriculumnacional.cl/portal/Educacion-General/Educacion-fisica-y-salud/

Ministerio de Educación (2016). Programa de Integración Escolar (PIE). https://especial.mineduc.cl/wp-content/uploads/sites/31/2017/12/Manual-PIE.pdf

Norwich, B. (2022). Research about inclusive education: Are the scope, reach and limits empirical and methodological and/or conceptual and evaluative? Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.937929

OECD (2021). Education at a glance 2021. https://www.oecd-ilibrary.org/sites/b35a14e5-en/index.html

Raudeliunaite, V., y Steponeniene, A. (2020). A study of the attitude towards inclusive education in pre-service teachers. Rural Sustainability Research, 44(339), 23-36. https://doi.org/10.2478/rser-2020-0010

Singh, V., y Zhang, Y. (2022). Technology-enhanced learning in physical education: A systematic review and meta-analysis. Educational Research Review, 36, 100435. https://doi.org/10.1016/j.edurev.2022.100435

Sirem, O., y Catal, T. (2023). An analysis of classroom teachers’ awareness of inclusive education. European Journal of Special Needs Education, 38(2), 203-217. https://doi.org/10.1080/08856257.2022.2050971

Stake, R. (2005). Qualitative case studies. In N.K. Denzin, y Y.S. Lincoln (Eds.), The SAGE handbook of qualitative research (pp. 443-466). Sage Publications.

Tempel, T. (2022). Asking about inclusion: Question order and social desirability influence measures of attitudes towards inclusive education. European Journal of Special Needs Education, 38(6), 909-915. https://doi.org/10.1080/08856257.2023.2162666

Tristani, L., Sweet, S., Tomasone, J., y Bassett-Gunter, R. (2022). Examining theoretical factors that influence teachers’ intentions to implement inclusive physical education. Research Quarterly for Exercise and Sport, 93(3), 564-577. https://doi.org/10.1080/02701367.2021.1877605

UNESCO (2021) Making the case for inclusive quality physical education policy development: A policy brief. https://unesdoc.unesco.org/ark:/48223/pf0000375422

UNICEF (2019). El acceso al entorno de aprendizaje II: Diseño Universal para el Aprendizaje. https://www.unicef.org/lac/informes/el-acceso-al-entorno-de-aprendizaje-ii-dise%C3%B1o-universal-para-el-aprendizaje

United Nations (2021). Informe de avances de los Objetivos de Desarrollo Sostenible. https://unstats.un.org/sdgs/files/report/2021/secretary-general-sdg-report-2021--ES.pdf

Yin, R. (2003). Case study research: Design and methods (3rd ed.). Sage Publications.